Getting on with other people — ASDAN QCF Foundations for Learning Revision

    This element focuses on developing foundational social skills essential for personal progress. Learners practice basic interaction with peers and adults, a

    Topic Synopsis

    This element focuses on developing foundational social skills essential for personal progress. Learners practice basic interaction with peers and adults, and learn to participate cooperatively in simple group activities, building confidence for everyday social situations and future learning contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Getting on with other people

    ASDAN
    vocational

    This element focuses on developing foundational social skills essential for personal progress. Learners practice basic interaction with peers and adults, and learn to participate cooperatively in simple group activities, building confidence for everyday social situations and future learning contexts.

    12
    Learning Outcomes
    15
    Assessment Guidance
    15
    Key Skills
    11
    Key Terms
    17
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    The ASDAN Entry Level Diploma in Personal Progress (Entry 1) is a nationally recognised qualification designed to support learners with significant learning difficulties, including those with profound and multiple learning disabilities (PMLD). It focuses on developing personal, social, and independence skills through a person-centred approach. The qualification is structured around six mandatory units: Communication, Numeracy, ICT, Personal and Social Development, Independent Living Skills, and Community Participation. Each unit is broken down into small, achievable steps that build confidence and practical abilities.

    This diploma is crucial because it provides a framework for learners to make meaningful progress in areas that directly impact their quality of life. For example, in the Communication unit, students might learn to express preferences using symbols or simple words, while in Independent Living Skills, they could practice dressing or preparing a snack. The qualification is assessed through a portfolio of evidence, meaning there are no formal exams. Instead, students demonstrate their learning through observations, photographs, witness statements, and work samples, making it accessible and stress-free.

    Within the wider subject of Foundations for Learning, this diploma sits alongside other ASDAN qualifications like the Certificate in Personal Progress. It is often used in special schools, colleges, and adult learning settings as a stepping stone towards more independent living or further study. The emphasis on personal progress means that even small achievements are celebrated, fostering a sense of accomplishment and motivation. For teachers and parents, the qualification provides a clear structure to track development and set individualised targets.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred planning: Learning activities are tailored to each student's interests, strengths, and needs, ensuring relevance and engagement.
    • →Portfolio-based assessment: Evidence of learning is collected over time through photos, videos, witness statements, and work samples, rather than through tests.
    • →Small-step progression: Each unit is broken into bite-sized outcomes (e.g., 'respond to own name' or 'use a switch to make a choice'), allowing for incremental achievement.
    • →Functional skills: The qualification emphasises practical, real-life skills such as counting money, using public transport, or following a simple recipe.
    • →Multi-sensory learning: Many activities incorporate touch, sound, sight, and movement to support learners with sensory impairments or cognitive challenges.

    Learning Objectives

    What you need to know and understand

    • Demonstrate appropriate greeting when meeting a familiar person.
    • Respond to a simple question from a peer or adult during a conversation.
    • Follow a single spoken instruction within a group activity.
    • Take turns sharing a resource with a peer during a game.
    • Show recognition of another person's feelings through facial expression or gesture.
    • Demonstrate a simple greeting with eye contact when meeting a familiar person.
    • Respond appropriately to a peer's question using verbal or non-verbal communication.
    • Take turns during a structured group activity with minimal prompting.
    • Share materials with a peer during a collaborative task.
    • Identify a time when it is important to listen to others in a group.
    • Interact with others, Take part in a group activity
    • Interact with others, Take part in a group activity

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for consistently making eye contact or using a wave when greeting.
    • Look for evidence of listening and responding, e.g., nodding or saying 'yes'.
    • Credit for waiting for their turn without prompting.
    • Award credit for attention directed towards the group activity for at least a short period.
    • Award credit for clear verbal or non-verbal initiation of interaction, such as a wave or spoken 'hello'.
    • Recognize appropriate responses to social cues, like nodding or saying 'yes/no'.
    • Credit taking turns in a board game or circle activity, even if prompted.
    • Evidence of sharing materials (e.g., passing an item) without conflict.
    • Observation of staying with the group activity for a set period.
    • Award credit for demonstrating a clear attempt to initiate interaction with a peer or familiar adult, such as offering a greeting or making eye contact.
    • Acknowledge sustained participation where the learner remains with the group for a defined period without prompting, following simple group instructions.
    • Look for evidence of turn-taking during the activity, such as waiting for a cue before responding or passing an object when asked.
    • Credit responses to others’ initiations, including verbal or non-verbal acknowledgements like nodding, smiling, or a verbal reply.
    • In group tasks, assess the ability to follow established routines or social rules, e.g., putting a hand up to speak or staying seated with the group.
    • Award credit for demonstrating the ability to initiate interaction through verbal or non-verbal means (e.g., making eye contact, offering a greeting) in a familiar context.
    • Assess the learner's ability to respond appropriately to a peer's communication during a structured activity, with evidence recorded via witness statement or video.
    • Credit should be given for sustained participation in a group activity for a set period, showing willingness to take turns or follow simple group rules.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice greetings and simple exchanges in role-play before assessment.
    • 💡Use familiar, preferred activities to increase engagement in group tasks.
    • 💡Ensure the environment is supportive and low-pressure to reduce anxiety.
    • 💡Use visuals or social stories to reinforce expectations.
    • 💡Use video evidence (with consent) to capture spontaneous interactions for portfolio assessment.
    • 💡Practice social scenarios regularly to build familiarity and reduce anxiety.
    • 💡Focus on one skill at a time; celebrate small successes to build confidence.
    • 💡Use visual supports, such as social stories, to reinforce expected behaviors during assessment.
    • 💡Collate evidence from multiple sessions to show consistent interaction across different contexts and with different people.
    • 💡Use video or photographic evidence with clear annotation to capture fleeting but valid moments of interaction that written observations might miss.
    • 💡Where verbal communication is limited, ensure observation records explicitly describe non-verbal cues and the context to justify achievement of the criteria.
    • 💡Plan structured group activities (e.g., simple board games, parachute play) that naturally invite turn-taking and sharing to elicit authentic evidence.
    • 💡Ensure multiple evidence sources: use a combination of observation records, witness testimony, and photographic evidence to capture the learner's interactions across different contexts.
    • 💡For group activities, pre-plan opportunities for turn-taking or role-playing to clearly demonstrate the learner's participation, making it easier to capture evidence.
    • 💡Train support staff to consistently record specific instances of interaction (e.g., 'X smiled and said hello to Y') rather than vague comments like 'X was social'.
    • 💡Tip 1: Use a variety of evidence types for each outcome. For example, for 'communicate a preference', you could include a photo of the student choosing a snack, a video of them pointing to a symbol, and a witness statement from a teaching assistant. This strengthens the portfolio and shows consistent ability.
    • 💡Tip 2: Link evidence to the specific learning outcomes in the unit. Each piece of evidence should clearly state which outcome it addresses. Use sticky notes or labels to cross-reference, making moderation easier.
    • 💡Tip 3: Encourage students to be involved in selecting evidence for their portfolio. Even if they can only point to a photo or say 'yes', this promotes ownership and self-awareness. It also provides additional evidence of personal progress.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing interaction with mere physical proximity; not actively engaging.
    • Struggling to share resources due to impulsivity.
    • Misinterpreting non-verbal cues from others.
    • Speaking over others without waiting for a pause.
    • Learners may fail to recognize personal boundaries and invade personal space.
    • Some learners might dominate the conversation, not allowing others to speak.
    • Difficulty in understanding non-verbal cues from peers, leading to misunderstandings.
    • Reluctance to participate due to anxiety, which might be misinterpreted as non-compliance.
    • Learners may only interact with a preferred adult or familiar peer, limiting evidence of transferring skills to others.
    • Some may shout out or grab materials instead of waiting their turn, missing the opportunity to demonstrate sharing.
    • Passive presence in a group, without any observable interaction, is often mistaken for participation; assessors must differentiate between being present and actively engaging.
    • Using only non-verbal communication (e.g., pointing) without pairing it with an attempt at verbalisation, which may not meet criteria for two-way interaction.
    • Learner may initiate interaction inconsistently, relying heavily on prompts from staff rather than independent engagement.
    • Misinterpreting passive presence as participation; the learner must exhibit active involvement, not just being in the same room.
    • Over-reliance on a single communication partner; failing to generalize interaction skills to different peers or settings.
    • Misconception: The diploma is only for students who cannot achieve any other qualification. Correction: It is a valuable, accredited qualification that recognises real progress, no matter how small. Many students go on to achieve higher-level ASDAN awards or other qualifications.
    • Misconception: Portfolio evidence must be written work. Correction: Evidence can be in many forms, including video clips, audio recordings, photographs, and witness statements from staff or family members. Written work is not required for all outcomes.
    • Misconception: The qualification is easy and requires little teaching input. Correction: Effective delivery requires careful planning, differentiation, and ongoing observation to ensure each student can access and achieve their targets. It is a rigorous process that demands skilled teaching.

    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 Entry 1 qualification, as it is designed for learners with significant learning difficulties. However, students should have a baseline assessment to identify their starting points in communication, numeracy, and personal skills. Familiarity with a person-centred approach and basic understanding of the student's sensory and communication needs is beneficial for staff delivering the programme.

    Key Terminology

    Essential terms to know

    • Verbal and non-verbal communication
    • Cooperative group engagement
    • Social awareness and respect
    • Communication skills
    • Peer interaction
    • Turn-taking
    • Active listening
    • Cooperative play
    • Respecting others
    • Interact with others, Take part in a group activity
    • Interact with others, Take part in a group activity

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