Building a Cavity Wall — 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 the essential skills needed for success in further education and the workplace. This award focuses on developing your communication, numeracy, and personal development skills at a basic level, ensuring you can progress confidently to higher-level study or employment. It is part of the Foundations for Learning suite, which provides a stepping stone for learners who may need extra support to achieve their goals.

This qualification covers key areas such as following instructions, working with others, managing your own learning, and applying basic maths and English in practical contexts. You will learn how to set personal targets, complete tasks with support, and reflect on your progress. These skills are crucial for everyday life and form the building blocks for more advanced qualifications, such as Entry Level 2 or 3, and eventually GCSEs or vocational courses.

By studying this award, you will gain confidence in your abilities and develop a positive attitude towards learning. The course is assessed through a portfolio of evidence, meaning you will collect examples of your work to demonstrate your skills. This approach allows you to learn at your own pace and receive feedback to improve. Whether you aim to move into further education, an apprenticeship, or employment, this qualification provides a solid foundation for your future.

• →Following instructions: Understanding and carrying out simple verbal or written instructions accurately, with support if needed.
• →Working with others: Cooperating in group activities, sharing resources, and taking turns during tasks.
• →Managing own learning: Setting simple targets, organising your work, and reviewing your progress with guidance.
• →Basic communication: Using appropriate language to express needs, ask questions, and respond to others in familiar situations.
• →Applying numeracy: Using numbers up to 10 for counting, sorting, and simple calculations in everyday contexts.

• Award credit for correctly donning steel-toe boots, hard hat, hi-vis vest, and gloves before commencing any work
• Expect mortar to be mixed to a stiff but workable consistency, free from lumps or dry pockets
• Look for tidy, even brickwork with joints approximately 10mm thick and bricks laid level and flush
• Check that all tools are washed free of mortar and stored correctly, and the work area is swept clean of debris

• 💡During practical assessment, verbally explain each step of your process to demonstrate your understanding of safety protocols
• 💡Organise all materials and tools before beginning the task to minimise trips and interruptions
• 💡If a mistake occurs during bricklaying, correct it immediately rather than leaving it for later, as this shows proactive quality control
• 💡Keep a record of everything you do, even small tasks. Your portfolio needs evidence of your progress, so save worksheets, photos of group work, and notes from discussions. This makes it easier to show you've met the criteria.
• 💡When setting targets, make them specific and achievable. For example, 'I will complete my maths worksheet with help' is better than 'I will get better at maths'. This helps you and your tutor track your progress clearly.
• 💡In group activities, make sure you contribute at least once. Even saying 'I agree' or 'Let's try this' shows you are working with others. Your tutor will observe this and note it in your assessment.

• Neglecting to wear gloves when handling wet mortar, leading to skin irritation from cement
• Adding excessive water to the mortar mix, resulting in a weak and sloppy consistency
• Failing to check for underground services before starting any excavation or ground disturbance
• Leaving mortar to set on tools, making cleaning difficult and damaging the equipment
• Misconception: 'I don't need to show my working out in numeracy tasks.' Correction: Even at Entry 1, showing your steps (e.g., counting on fingers or using objects) helps your tutor see your understanding and gives you evidence for your portfolio.
• Misconception: 'Working with others means I have to do everything the group says.' Correction: Working with others involves sharing ideas and listening, but you can also suggest your own ideas. It's about cooperation, not just following.
• Misconception: 'I can't ask for help because it shows I'm not good enough.' Correction: Asking for help is a key skill in this qualification. It shows you are managing your learning and seeking support when needed, which is exactly what the course encourages.

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