City & Guilds Vocational Foundations for Learning
Explore your units, one topic at a time.
Course version · 501/1048/2Version from Sept 2020Change version
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- Version from Sept 2020610/3066/1 · City & Guilds Digital Functional Skills Qualification at Entry Level 3
- Version from Sept 2020603/4646/2 · City & Guilds Functional Skills Qualification in English at Level 1
- Version from Sept 2020501/1048/2 · City & Guilds Entry Level Certificate in Augmentative and Alternative Communication (Entry 2)
Qualification Units
How this qualification is graded
Vocational qualifications are marked against criteria, not an exam percentage. Each unit is assessed across three bands - build up from Pass by applying your knowledge to realistic workplace scenarios.
Accurately describe and explain the core knowledge for the unit and link it to the given scenario.
Apply and analyse that knowledge in detail, showing why it matters in the workplace context.
Evaluate and justify decisions, weigh up alternatives and make well-reasoned professional recommendations.
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Learners relying on pre-existing non-AAC methods (e.g., informal gestures, vocalisations) instead of switching to their AAC tools when needing to assert independence.
- •Not allowing sufficient processing time—both for the AAC user to compose a message and for the communication partner to respond, causing breakdown.
- •Confusing a simple like/dislike statement with a contextualised expression of preference (e.g., choosing between options with a reason).
- •Using only one clarification attempt; not trying an alternative strategy when the first fails, such as moving from a symbol to a key word.
- •Assuming that keeping the device physically clean and charged is the sole responsibility of a carer or support worker, rather than taking personal ownership.
- •Neglecting to back up vocabulary data, leading to permanent loss of customisations if the device resets or malfunctions.
- •Only adding words when prompted by an adult, rather than independently recognising when new vocabulary is needed for upcoming events or new environments.
- •Confusing AAC system development with simply learning how to use more device features, instead of focusing on expanding their expressive vocabulary.
Top Examiner Tips
Expert advice for exam success
- •Capture video evidence of complete interactions, ensuring both the learner’s AAC output and the partner’s response are clearly recorded and annotate the context.
- •Build a portfolio with multiple examples across different routine situations to demonstrate consistent independence; variety strengthens the case for achievement.
- •Encourage learners to actively check comprehension: after expressing a preference or opinion, have them confirm the partner understood correctly using AAC.
- •When aiming to influence, prompt the learner to state the desired outcome explicitly via AAC, then pause and maintain eye contact to assert the message.
- •Keep a simple log (written or digital) of daily checks and maintenance tasks to provide concrete evidence of taking responsibility.
- •When submitting evidence of development, include 'before and after' screenshots or descriptions showing how you have reorganised or added to your vocabulary, with a brief justification for each change.
- •Practice explaining in your own words why you chose certain organisational strategies—assessors value the reasoning behind the actions, not just the actions.
- •If you use low-tech AAC (e.g., communication book), demonstrate responsibility by showing that you keep it accessible, updated, and in good condition, perhaps with a customised index or colour-coded sections.
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