Art and Design - Painting and Drawing — Open Awards Vocational Foundations for Learning

The Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF) is a foundational qualification designed to help you build essential skills for moving into further education or employment. This award focuses on developing basic communication, numeracy, and personal development skills that are crucial for everyday life and work. You will learn how to follow simple instructions, work with others, and manage your own learning, all within a supportive and structured environment.

This qualification is part of the Foundations for Learning suite, which aims to provide a stepping stone for learners who may not yet be ready for higher-level study. By completing this award, you will gain confidence in your abilities and a clear understanding of what is expected in a learning or work setting. The skills you develop here are transferable and will help you progress to Entry Level 2 or other vocational courses.

Throughout the course, you will engage in practical activities that relate to real-world scenarios, such as handling money, reading simple signs, or working as part of a team. This hands-on approach ensures that learning is relevant and immediately useful. The award is assessed through a portfolio of evidence, meaning you will collect examples of your work to demonstrate your progress. This method allows you to show your strengths and areas for improvement in a way that suits your learning style.

• →Following instructions: Understanding and carrying out simple verbal or written instructions accurately, such as 'put the book on the table' or 'write your name on the line'.
• →Basic communication: Using simple words and phrases to express needs, ask questions, or respond to others in familiar situations, like greeting someone or asking for help.
• →Number skills: Recognising numbers up to 10, counting objects, and performing simple addition or subtraction using everyday items, such as counting pencils or adding up coins.
• →Personal development: Identifying personal strengths and areas for improvement, setting simple goals, and reflecting on progress with support from a tutor.
• →Working with others: Taking turns, sharing resources, and contributing to group activities, such as a simple team task or paired reading.

• Award credit for evidence of gathering at least three different images or objects as inspiration.
• Look for confident use of at least two different drawing tools to demonstrate mark-making variety.
• Expect clear progression from initial sketches to final outcome, showing development of ideas.
• Credit should be given for basic colour mixing and brush control in painting tasks.
• Assessors should check that the final piece is clean, mounted or presented appropriately, and links to the given theme.

• 💡Maintain a sketchbook or logbook to clearly show all stages of research, experimentation, and idea development.
• 💡Practice using a range of materials regularly to build confidence and skill before the final assessment.
• 💡When presenting work, ensure it is neat, well labelled, and directly addresses the task brief or theme.
• 💡Seek feedback during development and show how you’ve acted on it in your final piece.
• 💡Tip 1: Keep a clear and organised portfolio. Label each piece of evidence with the date and the skill it demonstrates. This makes it easier for your assessor to see your progress and award you the credits you deserve.
• 💡Tip 2: Ask for help when you need it. Your tutor is there to support you, and asking questions shows that you are engaged and want to learn. It is not a sign of weakness but a strength.
• 💡Tip 3: Relate your learning to real life. When you practise number skills, use real coins or count items in your bag. When you work on communication, practise with friends or family. This will help you remember and apply what you learn.

• Copying a single image without personal interpretation or adaptation.
• Overworking the surface, leading to muddy colours or damaged paper.
• Neglecting to test materials and techniques before starting the final piece.
• Focusing only on the final product without documenting the development process.
• Misconception: 'Entry Level qualifications are not important.' Correction: Entry Level awards are highly valuable as they build foundational skills and confidence, providing a clear pathway to higher levels of study and employment. They are recognised by employers and colleges as evidence of basic competence.
• Misconception: 'I need to write long essays to pass.' Correction: Assessment is based on practical tasks and a portfolio of evidence, not lengthy written work. You can demonstrate skills through pictures, short sentences, or verbal recordings with your tutor's support.
• Misconception: 'I have to work alone all the time.' Correction: Collaboration is a key part of this qualification. You will often work in pairs or small groups to develop teamwork skills, which are essential for further learning and employment.

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