Making requests and asking questions in familiar situations — ASDAN QCF Foundations for Learning Revision

    This element focuses on developing fundamental communication skills for expressing personal needs and seeking information within known environments, such a

    Topic Synopsis

    This element focuses on developing fundamental communication skills for expressing personal needs and seeking information within known environments, such as home, school, or day services. Learners explore how to use words, symbols, gestures, or assistive technology to make simple requests (e.g., for an object or help) and ask basic questions (e.g., about an activity or person). These skills are foundational for fostering independence and social interaction in everyday life.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Making requests and asking questions in familiar situations

    ASDAN
    vocational

    This element focuses on developing fundamental communication skills for expressing personal needs and seeking information within known environments, such as home, school, or day services. Learners explore how to use words, symbols, gestures, or assistive technology to make simple requests (e.g., for an object or help) and ask basic questions (e.g., about an activity or person). These skills are foundational for fostering independence and social interaction in everyday life.

    13
    Learning Outcomes
    13
    Assessment Guidance
    15
    Key Skills
    12
    Key Terms
    16
    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 foundational qualification designed for students with learning difficulties or disabilities who are working at the earliest stages of academic and personal development. It focuses on building essential life skills, communication, and independence through a structured, activity-based approach. The diploma covers a range of topics including personal care, social interaction, and basic numeracy and literacy, all tailored to the individual's needs and abilities.

    This qualification is part of the Foundations for Learning framework, which aims to prepare students for further education, employment, or independent living. It is assessed through a portfolio of evidence rather than formal exams, allowing students to demonstrate their progress in real-world contexts. The diploma is highly flexible, enabling teachers to adapt activities to each student's interests and learning style, making it a truly inclusive qualification.

    For students, this diploma is a stepping stone to greater confidence and autonomy. It helps them develop the skills needed to manage daily routines, communicate effectively, and engage with their community. The emphasis on personal progress means that every achievement, no matter how small, is celebrated, fostering a positive attitude towards learning and self-improvement.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Progress: The core focus is on individual development in areas such as self-care, communication, and social skills, measured against personal targets rather than standardised benchmarks.
    • →Portfolio-Based Assessment: Students collect evidence of their learning through photos, videos, witness statements, and work samples, which are compiled into a portfolio to demonstrate achievement.
    • →Activity-Based Learning: Skills are taught through practical, hands-on activities that relate to everyday life, such as preparing a snack, using public transport, or participating in a group activity.
    • →Individual Learning Plan (ILP): Each student has a personalised plan that outlines their specific goals and the support they need, ensuring the diploma is tailored to their unique strengths and challenges.

    Learning Objectives

    What you need to know and understand

    • Identify a familiar situation where a request is needed
    • Demonstrate a clear request using preferred communication method
    • Ask a simple question relevant to the context
    • Respond appropriately to the answer or outcome of a request
    • Use a polite or accepted form when making a request
    • Differentiate between making a request and asking a question
    • Use appropriate polite language to make a request in a familiar classroom setting.
    • Ask a question to seek specific information from a familiar adult.
    • Ask for permission using a structured sentence in a known social context.
    • Demonstrate the ability to wait for and acknowledge a response after making a request.
    • Differentiate between making a request and giving a command in role-play scenarios.
    • Be able to make requests in familiar situations, Be able to ask questions in familiar situations
    • Be able to make requests in familiar situations, Be able to ask questions in familiar situations

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Evidence of making at least one request in a familiar setting, using the learner's primary communication method (e.g., speech, sign, symbol, or device)
    • Evidence of asking at least one question that seeks information (not just a yes/no response) in a familiar context
    • Observation or testimony confirms the request/question was understood by a familiar person
    • Recorded attempts show the learner used a suitable tone, sign, or symbol without aggressive gestures
    • Award credit if the learner demonstrates waiting for a response or answer
    • Award credit for demonstrating the ability to make a request using a complete sentence with 'please' or equivalent polite marker.
    • Look for evidence of the learner waiting for a response after asking a question and reacting appropriately to the answer.
    • Credit use of appropriate eye contact (or alternative communication method) when initiating a request or question.
    • Acknowledge successful communication even if through gesture, symbol, or sign, as long as the intent is clear and appropriate.
    • Award credit for demonstrating the ability to make a clear request (e.g., 'Can I have...', 'I want...') in at least one familiar situation, using verbal or non-verbal communication.
    • Look for evidence that the learner can ask a simple question (e.g., 'Where?', 'What’s that?') to obtain information from a familiar person.
    • Credit the appropriate use of alternative communication methods (e.g., signing, picture exchange, symbol boards) as equivalent to verbal requests and questions.
    • Evidence must show the learner interacting with a familiar adult or peer in a known setting, with the request or question being relevant to the context.
    • Award credit for demonstrating the ability to make a clear request using spoken language, gesture, sign, or symbol in a familiar situation, e.g., asking for a drink at break time or requesting help with a task.
    • Evidence must show the learner asking at least one question to gain information or clarify understanding in a known context, such as 'Where is my coat?' or 'What time is lunch?' without excessive prompting.
    • Observations, witness statements, or photographic evidence should confirm the learner uses appropriate communication methods consistently with familiar people and recognises when a response is needed.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice making requests and asking questions in the same familiar settings that will be used for assessment to build confidence.
    • 💡Ensure the assessor witness statement details the exact method of communication and the context clearly to evidence achievement.
    • 💡Record multiple examples over time to demonstrate consistency, not just a one-off occurrence.
    • 💡Use role-play with familiar staff before formal assessment to reduce anxiety and clarify expectations.
    • 💡Evidence should be gathered through observation in real, familiar settings over time; plan for assessed opportunities in the learner's natural routine to capture authentic communication.
    • 💡For non-verbal learners, ensure alternative communication methods (e.g., PECS, signing) are explicitly documented in the evidence, showing how they equate to making requests and asking questions.
    • 💡Collect assessment evidence through video recordings, witness statements, or annotated photographs that clearly capture the learner initiating a request or question in a real-life familiar context.
    • 💡Provide multiple opportunities across different routines (e.g., snack time, play, arrival) to demonstrate generalization of the skill.
    • 💡For learners using non-verbal methods, ensure the evidence explains the communication system and confirms the intent was understood by the communication partner.
    • 💡Remember that at Entry 1, a single-word request or question, or a gesture with clear meaning, is sufficient—do not look for full sentences unless the learner is capable.
    • 💡Ensure evidence captures the learner initiating the request or question in a natural setting, as this confirms spontaneous use rather than rote performance.
    • 💡Choose highly motivating and familiar situations, such as requesting a favourite toy or asking about a familiar person, to increase the likelihood of authentic communication.
    • 💡Use multiple observation opportunities to show consistency; a single instance may not be sufficient to demonstrate the skill is embedded.
    • 💡Focus on the process, not just the outcome. When collecting evidence, include photos or videos of the student attempting a task, even if they don't complete it perfectly. This shows their effort and the steps they are taking towards independence.
    • 💡Use witness statements effectively. Have staff, peers, or family members write brief statements describing the student's progress in real-life situations. These add valuable context to the portfolio and demonstrate transferable skills.
    • 💡Keep the portfolio organised and clearly labelled. Use dividers or sections for each learning outcome, and include a contents page. This makes it easier for the assessor to see how the student has met the criteria.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing requesting with demanding or grabbing
    • Not waiting for a response before repeating or moving on
    • Using a communication method that is not recognised by the listener
    • Asking a question that is off-topic or unrelated to the immediate situation
    • Failing to adjust volume or proximity appropriately for the setting
    • Using commands or demands instead of polite requests, e.g., saying 'Give me...' rather than 'Can I have... please?'
    • Asking questions that are not relevant to the current situation or conversation, indicating a lack of understanding of context.
    • Not listening to or acknowledging the response after making a request or asking a question.
    • Learners may confuse making a request with making a statement (e.g., saying 'Drink' while looking at a cup, but not directing it to a person as a request).
    • Failing to wait for a response after asking a question, which can break the communicative exchange.
    • Using an inappropriate tone or volume, perhaps shouting or whispering, which may hinder understanding in the familiar situation.
    • Relying solely on non-verbal cues without a clear communicative intent, such as reaching for an object without establishing joint attention.
    • Learners may confuse making a request with giving a command, not using polite forms or waiting for a response, leading to socially inappropriate interactions.
    • Some learners might only use non-verbal communication by pointing or leading, which, while valid, may not be recognised as an intentional request unless the context and the learner's directed intent are clearly evidenced.
    • Asking questions can be limited to echolalia or scripted phrases without genuine communicative intent, which assessors must differentiate from functional question-asking.
    • Misconception: The diploma is only for students who cannot achieve any other qualification. Correction: The Entry Level Diploma is a valuable qualification in its own right, designed to recognise and celebrate progress for students with significant learning needs. It provides a foundation for further learning and life skills.
    • Misconception: There are no academic requirements, so it's just 'playing'. Correction: While the learning is activity-based, it involves structured skill development in literacy, numeracy, and communication. Students work towards specific outcomes and are assessed on their progress, which requires effort and engagement.
    • Misconception: The portfolio is just a collection of random work. Correction: The portfolio must be carefully organised to show evidence against specific learning outcomes. Each piece of evidence should be clearly linked to a target, with annotations explaining how it demonstrates progress.

    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 students at the earliest stages of learning. However, students should be able to engage with simple activities and communicate basic needs, either verbally or through alternative methods such as symbols or gestures.
    • •It is helpful if students have some experience of structured routines, such as following a daily schedule or participating in group activities, as this will support their transition into the diploma's activity-based learning.

    Key Terminology

    Essential terms to know

    • Expressing basic needs
    • Seeking information appropriately
    • Using communication methods
    • Recognizing familiar situations
    • Initiating social interaction
    • Turn-taking in conversation
    • Polite request formulation
    • Questioning for information and permission
    • Contextual communication in familiar settings
    • Social interaction and response awareness
    • Be able to make requests in familiar situations, Be able to ask questions in familiar situations
    • Be able to make requests in familiar situations, Be able to ask questions in familiar situations

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