Developing Assertiveness — 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, communicate with others, handle money, and work as part of a team, all at a level that is accessible and supportive.

This qualification is part of the Foundations for Learning suite, which aims to prepare students for more advanced study or entry-level employment. It is ideal if you are just starting your learning journey or need to build confidence in core skills. The award is made up of units that cover practical topics like 'Using Numbers in Everyday Life', 'Developing Communication Skills', and 'Working with Others'. Each unit is assessed through simple tasks and observations, so you can demonstrate your skills in a real-world context.

By completing this award, you will gain a recognised qualification that shows employers and educators you have the basic skills needed to succeed. It also provides a stepping stone to higher-level qualifications, such as Entry Level 2 or 3 awards, or even GCSEs. The skills you learn here are not just for exams—they are for life. Whether you are managing your own money, reading a bus timetable, or working in a team, this award gives you the foundation to do it with confidence.

• →Communication: The ability to listen, speak, read, and write at a basic level to share information and follow instructions.
• →Numeracy: Using numbers in everyday situations, such as counting objects, recognising numbers, and handling money.
• →Personal Development: Building self-confidence, setting simple goals, and understanding your own strengths and areas for improvement.
• →Working with Others: Cooperating with peers, taking turns, and contributing to group tasks in a respectful way.
• →Problem Solving: Identifying simple problems and finding practical solutions with support.

• Award credit for identifying at least one key benefit of being assertive (e.g., feeling more in control, improved self-esteem).
• Award credit for demonstrating a basic understanding of assertive language, such as using 'I feel' or 'I need' statements in a given scenario.
• Award credit for applying assertiveness in a straightforward context, like responding respectfully to a request or expressing a personal boundary.

• 💡Use simple, real-life examples from your personal or learning experiences to show how you have been assertive—this makes evidence more authentic.
• 💡In role-plays or written tasks, practise using straightforward phrases like 'I would like…' or 'I prefer…' to clearly demonstrate assertiveness.
• 💡Remember that listening to others and acknowledging their views is part of being assertive; it shows respect and balance in communication.
• 💡Tip 1: Show, don't just tell. In assessments, you will often be observed doing tasks. Make sure you demonstrate your skills clearly—for example, if you are counting money, say the numbers out loud as you count. This helps the assessor see your understanding.
• 💡Tip 2: Ask for help if you need it. This qualification is designed to support you. If you are unsure about an instruction or task, it is better to ask than to guess. Assessors want to see that you can seek help appropriately.
• 💡Tip 3: Practice in real-life situations. The more you use your skills outside the classroom, the more confident you will be. Try reading a bus timetable, paying for something in a shop, or writing a simple list. This will make assessments feel natural.

• Confusing assertiveness with aggressive behaviour, such as shouting or making demands.
• Assuming that being assertive means always getting your own way, rather than seeking a mutually respectful outcome.
• Struggling to distinguish between passivity (not expressing needs) and assertiveness (expressing needs appropriately).
• Believing that assertiveness is only necessary in formal or unfamiliar situations, ignoring its value in daily interactions.
• Misconception: 'This qualification is too easy and won't help me get a job.' Correction: While it is entry-level, it provides essential skills that employers value, such as punctuality, following instructions, and basic numeracy. It also builds confidence for further learning.
• Misconception: 'I don't need to learn communication skills because I can already talk.' Correction: Communication in a learning or work setting involves more than just talking—it includes listening carefully, understanding instructions, and writing clearly. This qualification helps you practice these in a structured way.
• Misconception: 'Numeracy is just about maths in a classroom.' Correction: Numeracy in this award is practical—like counting change, measuring ingredients, or telling time. These are skills you use every day, not just in exams.

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