Learning skills — ASDAN QCF Foundations for Learning Revision

    This element introduces learners to the concept of learning skills—the essential abilities that enable effective and independent learning. It explores how

    Topic Synopsis

    This element introduces learners to the concept of learning skills—the essential abilities that enable effective and independent learning. It explores how factors such as motivation, environment, and strategy use can enhance these skills, and guides learners in creating, using, and reflecting upon a personal plan to improve their own learning capabilities.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Learning skills

    ASDAN
    vocational

    This element introduces learners to the concept of learning skills as the strategies and techniques that help individuals acquire and apply new knowledge effectively. Through self-assessment and planning, learners will identify personal barriers and enablers, and develop a simple action plan to enhance their learning, fostering independence and self-confidence in educational and everyday contexts.

    35
    Learning Outcomes
    46
    Assessment Guidance
    50
    Key Skills
    34
    Key Terms
    61
    Assessment Criteria

    Assessment criteria

    ASDAN Entry Level Extended Award in Personal Effectiveness (Entry 3)
    ASDAN Entry Level Certificate in Personal Effectiveness (Entry 3)
    ASDAN Entry Level Award of Personal Effectiveness (Entry 3)
    ASDAN Level 3 Extended Award in Personal Effectiveness
    ASDAN Level 3 Award in Personal Effectiveness
    ASDAN Level 3 Certificate in Personal Effectiveness
    ASDAN Level 1 Certificate in Personal Effectiveness
    ASDAN Level 1 Extended Award in Personal Effectiveness
    ASDAN Level 1 Award in Personal Effectiveness
    ASDAN Level 2 Certificate in Personal Effectiveness
    ASDAN Level 2 Award in Personal Effectiveness
    ASDAN Level 2 Extended Award in Personal Effectiveness

    Topic Overview

    The ASDAN Entry Level Award of Personal Effectiveness (Entry 3) is a foundational qualification designed to help you develop essential life skills and become more independent. It focuses on building your confidence, communication, and problem-solving abilities through practical activities. This award is part of the wider ASDAN Other Life Skills Qualifications, which aim to prepare you for adult life, further education, or employment by teaching you how to manage tasks, work with others, and reflect on your own progress.

    In this qualification, you will complete a series of challenges that cover key areas such as teamwork, personal development, and community involvement. For example, you might plan a small event, learn to budget your time and money, or help out in your local area. Each challenge requires you to set goals, take action, and then review what you have achieved. This process helps you understand your strengths and areas for improvement, which is crucial for personal growth.

    The Entry Level 3 award is ideal if you are just starting to build your life skills or need extra support to become more self-reliant. It is assessed through a portfolio of evidence, meaning you collect proof of your work—like photos, witness statements, or completed worksheets—rather than sitting an exam. This makes it a flexible and accessible way to demonstrate your abilities. By the end of the course, you will have a record of your achievements and a clearer idea of how to tackle future challenges.

    Key Concepts

    Core ideas you must understand for this topic

    • →Setting SMART goals: Specific, Measurable, Achievable, Relevant, and Time-bound targets help you plan effectively and track progress.
    • →Teamwork and collaboration: Working with others involves listening, sharing ideas, and respecting different viewpoints to achieve a common aim.
    • →Self-reflection: Regularly reviewing what you have done, what went well, and what you could improve is key to personal development.
    • →Problem-solving: Identifying issues, thinking of possible solutions, and choosing the best one to overcome obstacles.
    • →Evidence collection: Gathering proof of your activities (e.g., photos, logs, feedback) to show what you have learned and achieved.

    Learning Objectives

    What you need to know and understand

    • Define learning skills and provide examples relevant to own life.
    • Identify at least three factors that can positively or negatively affect learning.
    • Create a personal learning plan with achievable targets and timescales.
    • Use the learning plan to complete a set task, recording evidence of progress.
    • Evaluate own progress and recognise at least two successes in learning skills development.
    • Define the term 'learning skills' with clear examples
    • Identify a range of factors that can positively or negatively influence learning
    • Create a structured personal improvement plan with specific, measurable targets
    • Apply strategies from the plan to develop own learning skills over a set period
    • Evaluate personal progress and identify evidence of success against initial targets
    • Describe at least three different learning skills and provide examples of when to use them.
    • Explain how factors such as motivation, environment, and feedback can enhance learning.
    • Construct a personal learning plan with specific, measurable, achievable, relevant, and time-bound (SMART) goals.
    • Demonstrate the use of a personal learning plan by carrying out planned activities.
    • Reflect on own progress and adjust the learning plan as necessary.
    • Evaluate the effectiveness of strategies used to improve learning skills.
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • Identify key learning skills relevant to personal and vocational development.
    • Describe how personal learning styles influence skill acquisition.
    • Evaluate the impact of external factors on learning effectiveness.
    • Develop a SMART action plan to enhance a specific learning skill.
    • Implement strategies from an action plan to improve learning effectiveness.
    • Reflect on progress and adapt learning strategies based on self-assessment.
    • 1. Know what is meant by learning skills2. Know the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to identify own success in relation to learning skills
    • Define learning skills and give examples appropriate to personal and vocational contexts.
    • Identify personal strengths and weaknesses in specific learning skills.
    • Explain how motivation, environment, and support networks influence learning effectiveness.
    • Construct a SMART action plan to improve a chosen learning skill over a set period.
    • Implement the action plan and monitor progress using a learning log or diary.
    • Assess own achievement against initial goals, highlighting successes and areas for further development.
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to assess own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to assess own success in relation to learning skills

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for a clear definition of learning skills with relevant examples from daily life (e.g., listening, practice).
    • Look for identification of internal factors (e.g., motivation) and external factors (e.g., quiet environment).
    • Plan must include at least two specific, measurable actions with a timeline.
    • Evidence of plan implementation could be a completed task sheet or witness statement.
    • Self-review must identify concrete achievements, not just general statements; may use a simple template.
    • Award credit for a definition that demonstrates understanding beyond memorised phrases, showing application to own context
    • Expect identification of at least three distinct factors (e.g., motivation, organisation, feedback) with brief explanations
    • Plan must include clear, time-bound goals and practical steps, not just vague intentions
    • Evidence of using the plan should include dated logs, witness statements, or annotated work samples
    • Self-assessment must reference specific outcomes and include honest reflection on what worked and what did not
    • Award credit for correctly identifying and defining learning skills, such as time management, note-taking, or reflection.
    • Credit a response that outlines at least two factors that improve learning skills, with clear explanations.
    • For plan creation, assess for inclusion of specific goals, actions, resources needed, and a timeline.
    • When assessing plan use, look for evidence of engagement with planned activities, such as completed tasks or learning logs.
    • Award marks for self-assessment that compares initial skill level to current performance, using concrete examples.
    • Credit learners who identify both strengths and areas for further improvement.
    • Award credit for demonstrating a clear and reflective understanding of a range of learning skills (e.g., metacognition, self-regulation, collaboration, research) and how they contribute to personal effectiveness.
    • Expect evidence of critical analysis of factors (such as motivation, environment, resources, feedback) and how they specifically impact the learner's own skill development.
    • Credit should be given for a structured, realistic plan with SMART objectives, including clear actions, timelines, and success criteria aligned to identified learning needs.
    • Learners must provide evidence of consistent application of the plan, such as a learning log or diary, showing adaptation of strategies when faced with challenges.
    • Award marks for a thorough review that evaluates goal achievement, analyses the effectiveness of strategies used, identifies areas for ongoing development, and demonstrates self-awareness.
    • Award credit for a clear definition of learning skills with relevant examples (e.g., time management, note-taking, active listening).
    • Look for identification of at least three internal/external factors (e.g., motivation, feedback, learning environment) with explanation of their impact on learning.
    • The plan must include specific, measurable goals, actionable steps, and realistic timelines directly linked to improving an identified learning skill.
    • Evidence of plan implementation must be provided, such as a dated log, reflective diary, or annotated work samples demonstrating consistent effort.
    • The review should critically evaluate achieved outcomes against initial goals, identify strengths and areas for development, and propose justified modifications for future learning.
    • Award credit for demonstrating a clear definition of learning skills, referencing at least two recognised models or theories (e.g., VARK, Kolb's cycle).
    • Credit awarded for accurate identification and explanation of a minimum of three internal and three external factors that influence learning, with personal examples.
    • Evidence must show a structured plan with SMART targets, timelines, and specific strategies selected to improve identified learning skills.
    • Assessors should look for evidence of consistent application of the plan over a defined period, with logs or diaries documenting actions taken.
    • Credit given for a reflective review that evaluates progress using concrete evidence, identifies what worked well and what did not, and proposes adjustments for future learning.
    • Award credit for demonstrating understanding of at least three distinct learning skills with examples.
    • Credit for identifying specific personal barriers and enablers to learning.
    • Evidence of a realistic action plan with clear steps, resources, and timescales.
    • Credit for recording implementation activities and reflecting on outcomes.
    • Evidence of self-assessment against planned goals, including any adjustments made.
    • Award credit for demonstrating a clear understanding of what learning skills are, including examples such as time management, note-taking, and active listening.
    • Award credit for identifying at least two internal and two external factors that can positively influence learning, with explanations of how they impact skill development.
    • Award credit for producing a structured plan with SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) to improve identified learning skills.
    • Award credit for providing evidence of implementing the plan over a sustained period, such as a learning log, reflective diary, or witness statements.
    • Award credit for a reflective evaluation that honestly assesses progress, identifies successes, and acknowledges areas for further development.
    • Award credit for clear, accurate definition of learning skills with relevant personal examples.
    • Look for evidence of honest self-assessment, identifying at least two strengths and two weaknesses.
    • Verify that the action plan includes specific, measurable, achievable, relevant, and time-bound (SMART) targets.
    • Require a reflective account or log demonstrating regular use of the plan and adjustments made.
    • Check that final evaluation identifies concrete successes and links them to the plan's implementation.
    • Award credit for a clear, written definition of learning skills that includes at least two specific examples (e.g., note-taking, time management).
    • Evidence must include a self-assessment identifying current strengths and areas for development in learning skills, supported by personal examples.
    • The improvement plan should contain SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) with explicit actions to develop at least two learning skills.
    • Assessor must see dated log entries or a diary showing consistent application of the plan over a minimum period (e.g., two weeks) with reflections on progress.
    • The final review must evaluate the effectiveness of the plan using concrete evidence (e.g., improved test scores, faster task completion) and suggest future modifications.
    • Award credit for clearly defining learning skills and providing relevant personal examples.
    • Look for identification of at least three factors that can improve learning skills, with justification for each.
    • The improvement plan must include SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) and a realistic timeline.
    • Evidence of implementing the plan should be documented through logs, reflective diaries, or witness statements.
    • Self-assessment must critically evaluate progress, identify strengths and weaknesses, and suggest next steps.
    • Award credit for clearly defining learning skills with reference to personal experiences or recognized models.
    • Award credit for identifying at least two internal or external factors that can positively affect learning, with concrete examples.
    • Award credit for producing a detailed and realistic improvement plan with specific, measurable goals and timelines.
    • Award credit for providing evidence of implementing the plan, such as logs, reflections, or witness statements.
    • Award credit for a thorough self-assessment that evaluates progress against initial goals, recognizes achievements, and identifies areas for further development.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use the templates provided to structure your plan and reflections clearly.
    • 💡Collect simple evidence like photos, dated notes, or tutor signatures to prove you used the plan.
    • 💡Be honest in your self-assessment; recognising small successes is more credible than exaggerating.
    • 💡If you struggle to identify learning skills, think of times you learned something new (e.g., a hobby).
    • 💡Review the criteria for each learning objective before starting to ensure full coverage.
    • 💡Maintain a regular learning journal with dates and specific examples to demonstrate continuous progress
    • 💡Collect a variety of evidence types (e.g., photos, tutor feedback, peer comments) to strengthen your portfolio
    • 💡When reflecting on success, link each achievement directly back to your original plan targets and factors discussed
    • 💡Use the SMART framework when creating your plan to ensure goals are clear and trackable.
    • 💡Keep a simple log or diary to record what you did and how it helped, as evidence for using your plan.
    • 💡When identifying success, be honest about what worked and what didn’t—reflection is key to improvement.
    • 💡Ask a tutor or peer for feedback on your plan and progress to gain an external perspective.
    • 💡Ensure your learning plan clearly links each goal to a specific learning skill and includes how you will measure progress (e.g., through feedback, self-assessment, completed tasks).
    • 💡Keep a detailed, contemporaneous learning journal that captures not just what you did, but your thoughts, feelings, challenges, and breakthroughs during the implementation phase.
    • 💡In your review, go beyond stating whether goals were met; critically evaluate why certain strategies worked or didn't, and how this analysis will influence your future learning.
    • 💡Provide concrete evidence for all claims; for instance, attach annotated screenshots, peer feedback forms, or samples of work to support your reflection.
    • 💡Use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) when creating goals in your plan to ensure clarity and assessability.
    • 💡Apply a reflective model such as Gibbs or Kolb to structure your review, ensuring you analyse both process and outcomes deeply.
    • 💡Begin keeping a learning journal from the start of the unit to capture ongoing evidence, feelings, and adjustments, which will strengthen your final review.
    • 💡Demonstrate progression by explicitly showing how factors were addressed, how the plan was adapted, and how learning skills improved over time with specific examples.
    • 💡When creating your plan, use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) to structure your objectives—assessors will be looking for this.
    • 💡Maintain a reflective learning journal throughout the implementation phase to capture real-time evidence of your actions and insights; this will strengthen your review.
    • 💡In your review, be honest about setbacks but focus on what you learned from them; demonstrating critical self-evaluation scores higher than presenting an unrealistically smooth journey.
    • 💡Maintain a reflective log or diary to document progress and insights regularly.
    • 💡Link learning skills directly to real-life, vocational, or personal development scenarios.
    • 💡Ensure action plans follow SMART criteria and include regular review points.
    • 💡Demonstrate honest self-assessment by acknowledging challenges and showing how they were addressed.
    • 💡When describing learning skills, use concrete examples from your own experience to show understanding, such as 'I used mind mapping to organize my revision timetable'.
    • 💡For the improvement plan, ensure each target is clearly linked to a specific factor you identified; this demonstrates analytical thinking and personalization.
    • 💡Gather a variety of evidence types—screenshots, photos, tutor feedback, dated entries—to robustly prove you have used the plan.
    • 💡In your evaluation, directly reference the targets from your plan and compare intended outcomes with actual results; highlight what you learned about yourself as a learner.
    • 💡Use specific, real-life examples from your own study or work routine when defining learning skills and factors.
    • 💡When creating your plan, break down the goal into weekly tasks and keep an honest diary of what worked and what didn’t.
    • 💡In the evaluation, compare your starting point with the outcome, and mention at least one skill you still want to improve.
    • 💡When presenting evidence, ensure each stage (understanding, planning, doing, reviewing) is clearly labelled and cross-referenced to the assessment criteria.
    • 💡Use templates or frameworks like SWOT or Gibbs’ reflective cycle to structure reflections—this demonstrates a deeper level of analysis.
    • 💡If working in a group, include peer feedback as supplementary evidence, but always focus on your own personal learning skill development.
    • 💡Remember that ASDAN emphasises process over perfection: even if a plan was only partially successful, showing honest reflection and adaptation can still meet the criteria.
    • 💡Maintain a reflective diary throughout the process to capture ongoing thoughts, challenges, and adjustments to your plan.
    • 💡Explicitly link your self-assessment back to the factors you identified earlier to show a coherent understanding of the learning process.
    • 💡Treat your improvement plan as a living document; include evidence of iterations and updates based on your reflections and changing circumstances.
    • 💡When defining learning skills, use a simple framework like the three domains of learning (cognitive, affective, psychomotor) and provide personal examples to demonstrate understanding.
    • 💡Always link factors to improvement: for each factor you mention, clearly state how it would enhance a specific learning skill, e.g., 'practicing retrieval improves memory recall.'
    • 💡For the plan, ensure it is SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and includes a mix of short-term and long-term targets.
    • 💡Keep a learning journal or log throughout the improvement period to capture ongoing reflections and evidence, which will be valuable for the assessment.
    • 💡In self-assessment, compare your initial baseline to your outcomes, use both qualitative reflections and quantitative measures (e.g., test scores, completion times), and plan next steps.
    • 💡Use the SMART framework for every goal you set. For example, instead of 'I want to be better at teamwork,' write 'I will contribute at least three ideas in my group's next meeting and help create a poster by Friday.' This shows clear, measurable progress.
    • 💡Keep a diary or log of your activities as you go along. Note what you did, how you felt, and any problems you faced. This makes it easier to write your reflections later and provides rich evidence of your learning journey.
    • 💡Ask for witness statements from teachers, friends, or family members who saw you complete tasks. A short, signed statement saying 'I observed [your name] leading the group discussion on [date]' can strengthen your portfolio significantly.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing learning skills with general life skills or hobbies.
    • Listing only external factors and neglecting personal factors like confidence.
    • Creating a plan that is too vague or unrealistic to be implemented.
    • Failing to keep records of plan progress, so assessment evidence is insufficient.
    • Being overly critical in self-assessment and not acknowledging any successes.
    • Confusing learning skills with generic study techniques or academic knowledge
    • Creating plans that are too broad or aspirational without concrete, achievable steps
    • Failing to provide sufficient evidence of ongoing use of the plan, relying solely on a one-off summary
    • Identifying success only in terms of final achievement, neglecting the process and incremental improvements
    • Confusing learning skills with subject knowledge, for example, stating 'maths' as a learning skill.
    • Setting vague goals such as 'get better at learning' without specifying how or what.
    • Failing to monitor progress regularly, leading to an unused or ineffective plan.
    • Providing only generic success statements without personal evidence or examples.
    • Ignoring external factors that hinder learning, such as lack of resources or support, when reflecting on outcomes.
    • Confusing 'learning styles' (e.g., VAK) with genuine learning skills; focusing on superficial preferences rather than deeper cognitive and metacognitive processes.
    • Setting vague, non-measurable goals such as 'I will get better at studying' without specifying what improvement looks like or how it will be measured.
    • Describing activities undertaken without reflecting on what was learned or how the experience impacted their skill development.
    • Viewing the plan as a rigid document instead of a flexible tool; failing to adapt strategies in response to obstacles or changing circumstances.
    • Confusing learning skills with generic study habits without linking them to personal effectiveness and transferability.
    • Setting vague, unmeasurable goals in the plan (e.g., 'improve learning' instead of 'practice summarising notes within 30 mins after each lesson for two weeks').
    • Failing to provide concrete evidence of implementation, relying solely on written reflection without logs, artefacts, or witness statements.
    • Not linking the review to specific objectives from the plan, making it overly general and lacking critical self-assessment.
    • Confusing learning styles with learning skills; assuming that simply understanding a theory equates to practical application.
    • Failing to set measurable targets, resulting in plans that are vague and cannot be assessed for effectiveness.
    • Not linking identified factors for improvement directly to personal weaknesses; generic lists without self-awareness.
    • Neglecting to gather evidence of implementing the plan, making the review stage unsupported.
    • Confusing learning skills with learning styles or preferences.
    • Failing to set measurable and time-bound goals in the action plan.
    • Providing only intentions rather than concrete evidence of plan implementation.
    • Lacking personalisation by using generic examples instead of individual context.
    • Confusing learning skills with subject knowledge: learners may describe what they learned (e.g., 'I learned about history') instead of the skills used (e.g., 'I improved my research skills').
    • Setting overly vague or unrealistic targets in the improvement plan, such as 'get better at studying' without defining specific actions or measurable outcomes.
    • Failing to provide sufficient evidence of implementing the plan, relying solely on self-report without corroborating documents or observations.
    • Neglecting to reflect on both successes and challenges, leading to a superficial evaluation that does not demonstrate deep self-awareness.
    • Confusing learning skills with subject knowledge; learners may list academic subjects rather than transferable skills like note-taking or time management.
    • Setting vague or overly ambitious goals in the action plan, missing the SMART criteria.
    • Failing to update the learning log regularly, leading to a rushed and superficial final evaluation.
    • Confusing learning skills with subject knowledge—learners often describe what they learned instead of how they learned it.
    • Setting vague goals such as ‘improve memory’ without specifying techniques (e.g., mnemonics, spaced repetition) or measurable outcomes.
    • Failing to link the review directly to the plan, making it a general reflection rather than a structured evaluation against set targets.
    • Neglecting to gather tangible evidence of progress (e.g., before-and-after study notes, feedback from others) to support claims of improvement.
    • Confusing learning skills with general study techniques; learning skills are broader personal attributes like resilience, motivation, and self-management.
    • Creating a plan with vague intentions (e.g., 'I will get better at learning') rather than specific, measurable goals.
    • Failing to provide concrete evidence of implementing the plan, merely stating what was intended without proof of action.
    • Self-assessment being superficial, such as simply saying 'I did well' without analyzing how or why progress was made.
    • Confusing learning skills with learning styles or preferences; learners often focus on how they like to learn rather than the transferable skills themselves (e.g., time management, research).
    • Failing to differentiate between factors that improve learning skills and those that merely influence motivation; for instance, citing 'enjoyment of the subject' rather than specific strategies like goal-setting or feedback.
    • Creating a plan that is too vague or aspirational without actionable steps, such as 'I will try harder' instead of setting concrete sub-goals.
    • Neglecting to gather evidence of using the plan, leading to a lack of proof for the assessor.
    • In self-assessment, either being overly self-critical without acknowledging progress or being complacent without identifying genuine areas for growth.
    • Misconception: 'This qualification doesn't count because it's not a GCSE.' Correction: While it is not a GCSE, it is a nationally recognised award that proves you have important life skills. Many colleges and employers value it because it shows you can manage yourself and work with others.
    • Misconception: 'I don't need to plan; I can just do the activity and then write about it.' Correction: Planning is a core part of the award. You must set goals and outline steps before starting. Without a plan, you cannot show that you have learned to organise yourself effectively.
    • Misconception: 'I can copy someone else's work or use generic examples.' Correction: Your portfolio must be your own work and reflect your personal experiences. Assessors check for authenticity, and using someone else's ideas could result in not being awarded the qualification.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills (e.g., being able to read simple instructions and handle small amounts of money).
    • •Some experience of working in a group, such as in a classroom or club activity.
    • •A willingness to try new things and reflect on your experiences.

    Key Terminology

    Essential terms to know

    • Understanding learning skills
    • Factors affecting learning
    • Personal planning and goal setting
    • Implementing and reflecting on a plan
    • Self-assessment of progress
    • Definition and types of learning skills
    • Internal and external factors affecting learning
    • Personal action planning for skill development
    • Implementation and monitoring of learning plans
    • Self-assessment and evidence of success
    • Definition of learning skills
    • Factors that improve learning
    • Personal learning plan development
    • Implementing a learning plan
    • Self-assessment of progress
    • Reflecting on success
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • Self-awareness and reflection
    • Goal setting and action planning
    • Learning strategies and techniques
    • Motivation and mindset
    • Evaluation and feedback
    • 1. Know what is meant by learning skills2. Know the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to identify own success in relation to learning skills
    • Defining learning skills
    • Identifying personal learning styles
    • Influencing factors on learning
    • SMART goal setting
    • Self-reflection and evaluation
    • Practical application of plans
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to review own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to assess own success in relation to learning skills
    • 1. Understand what is meant by learning skills2. Understand the factors that can improve learning skills3. Be able to create a plan to improve own learning skills4. Be able to use a plan to improve own learning skills5. Be able to assess own success in relation to learning skills

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