Talk first, then we play — every voice counts here.
I Do
The Model — The Six PEQ Skills
Key Idea: PEQ certifies six personal skills; vocational work is only the context.
👀 Look: six skills, one portfolio — you choose the level you start at.
Step 0 of 3
What personal effectiveness means — six named skills.
Communication, decision making, learning, team working, thinking and wellbeing. PEQ certifies these skills, not the topic you practise them on.
Choosing a level honestly — Entry 3 or Level 1.
Level 1 asks you to outline, describe and give a range of examples; Entry 3 asks you to state, list and identify. You pick where you can succeed, then stretch.
Where the evidence goes — the portfolio.
Each skill needs evidence you can point to. Today’s self-assessment is your starting point, and it goes in the portfolio.
We Do
Wordsearch — the six skills
How it works: Say what you think each word means, then tap to check.Found: 0/8
COMMUNICATION
DECISION
LEARNING
TEAMWORK
THINKING
WELLBEING
PORTFOLIO
EVIDENCE
I Do
Proving It — The Evidence Loop
Key Idea: A self-rating is a feeling; evidence is a fact you can point to.
Step 0 of 3
Documentarian
photo your completed skills self-assessment.
Annotate
write ‘my evidence for ___ is ___’ for one skill.
Witness
staff sign it as your PEQ starting point.
For the moderator, not just the folder
A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.
That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.
We Do
Match the Skill to What It Looks Like
Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6
COMMUNICATION
TEAMWORK
THINKING
WELLBEING
DECISION
LEARNING
Sharing a clear message so the right people understand it
Agreeing roles and pulling your weight in a group
Working things out with reasons, not guesses
Noticing what settles you so you can keep going
Choosing between options and saying why
Spotting how you learn best and using it
Honest self-assessmentEvidence attachedLevel chosenBaseline set
Independent Work
Independent Work — Studio Time
Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — ASDAN PEQ Entry 3 baseline — self-assessment and choosing my level (Communication skills, ComSkE3 · ComSk1 · ComSk2 routes, begins).
Level 2 route — for pupils directed here by staff
Your task at Level 2: complete the six-skill self-assessment, then evaluate your starting points — describe your strongest evidence for each skill and assess which two skills need most development, giving reasons. At Level 2 the units are ComSk2 · DecMkSk2 · LSk2 · TmWkSk2 · CrThSk2 (Thinking becomes Critical thinking) · WellbLe2. Verbs move from State/List to Describe · Explain · Compare · Assess · Evaluate.
Working towards — registration and level are coordinator decisions; evidence banks at ONE level per skill (spec §6.5). Full Level 2 facts: SPEC_FACTS_L2.
15:00
🤝 With support
Task: Sort the six skill cards into I DO THIS OFTEN and NOT YET, then choose your starting level with an adult.
Steps: One step at a time — adult support is right there. Photo it when you are proud of it.
👤 On your own
Task: Complete your six-skill self-assessment with one example per skill, then choose and note your starting level.
Steps: Work it through — photo as you go, annotate at the end, witness tick before you pack up.
🚀 Take it further
Task: Complete your six-skill self-assessment with one dated example per skill, then choose your level and outline your reasons in writing.
Steps: Task first, justification second — your note should explain the why, not just the what.
Lundy Loop
Lundy Loop — Your Voice on the Wall
Why: Article 12 — your view counts here, and it shapes what we push next.
🚪 SPACE
The Effectiveness Board tracks progress, never rankings — your headline is yours, and ‘pass’ is always allowed.
📣 VOICE
Say one skill you most want this course to grow. Your words.
👥 AUDIENCE
Your self-assessment is yours — the board shows only the headline you choose.
⭐ INFLUENCE
The skills the room flags help decide what we focus on in the weeks ahead.
Exit Ticket
Exit Ticket
Instructions: Answer independently. Own words — no wall-peeking.
1.
You can name the six PEQ skills — true for you today? Say two.
Point to today’s work as your proof.
2.
You can self-assess one skill with an example — true? Say how.
Point to today’s work as your proof.
3.
You chose a starting level — true? Say which.
Point to today’s work as your proof.
1.
Name three of the six PEQ skills in your own words.
Own words — any three of the six.
2.
What did you self-assess today, and which bit are you proudest of?
Your six-skill self-assessment — name one example.
Which self-assessment has your WEAKEST evidence? What would strengthen it this week?
Own pick + a specific, dated action.
2.
Why does PEQ ask for evidence rather than self-ratings?
Ratings measure confidence; evidence measures reality, and only reality transfers to work.
3.
Predict what your level will be by summer. What has to happen first?
Own prediction + concrete steps — a prediction with a plan is a goal forming.
Slide 1/10
🏅📸✍️
Intro and Choosing My Level — banked!
Six skills met, level chosen ✅
✓ I can name the six PEQ skills✓ I can self-assess one skill with an example✓ I chose and justified my starting levelNext lesson: What Makes Communication Effective — the Communication unit begins
⏸ MID-POINT PEER CHECK
Pens down — quick partner check!
📣 Show your partner your self-assessment so far. Check together against today’s success: I can name the six PEQ skills and I can self-assess one skill with an example. If something is missing, help them add it — kindly.
2 minutes max. Then I’ll resume the timer.
Knowledge Organiser (LAUNCH ASDAN W1): Intro and Choosing My Level
Sharing a clear message so the right people understand it · Agreeing roles and pulling your weight in a group · Working things out with reasons, not guesses · Noticing what settles you so you can keep going · Choosing between options and saying why · Spotting how you learn best and using it
Scaffolding – Supported
Access & sensory notes (staff) · The supported task today is: Sort the six skill cards into I DO THIS OFTEN and NOT YET, then choose your starting level with an adult. · Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting. · Sensory: offer the write-it-first option before any share-aloud; nobody is put on the spot cold. · Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking. · Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.
Sentence starters
One skill I can already prove is ______.
My evidence is ______.
My starting level is ______ because ______.
Word bank
personal effectiveness · communication · team working · thinking · wellbeing · evidence · level · portfolio
Scaffolding – Standard
Frame
1) Self-assess each of the six skills honestly. 2) Add one example per skill. 3) Choose your level and say why you chose it.
Scaffolding – Stretch
Stretch prompts
Which self-assessment has the weakest evidence? What would strengthen it this week? Why does PEQ ask for evidence rather than self-ratings?
Independent Work – Supported
Task: Sort the six skill cards into I DO THIS OFTEN and NOT YET, then choose your starting level with an adult.
Work here (an adult can scribe):
Independent Work – Standard
Task: Complete your six-skill self-assessment with one example per skill, then choose and note your starting level.
Evidence check: photo ☐ annotation ☐ witness ☐
Independent Work – Stretch
Task: Complete your six-skill self-assessment with one dated example per skill, then choose your level and outline your reasons in writing.
Stretch (Level 1): back each self-assessment with a dated, checkable example — a Level 1 evidence standard.
Exit Ticket – Supported
1) You can name the six PEQ skills — true for you today? Say two.
2) You can self-assess one skill with an example — true? Say how.
3) You chose a starting level — true? Say which.
Exit Ticket – Standard
1) Name three of the six PEQ skills in your own words.
2) What did you self-assess today, and which bit are you proudest of?
3) Where does today’s evidence bank?
Exit Ticket – Stretch
1) Which self-assessment has your WEAKEST evidence? What would strengthen it this week?
2) Why does PEQ ask for evidence rather than self-ratings?
3) Predict what your level will be by summer. What has to happen first?
Level 2 route — staff-directed (ComSk2)
Your task at Level 2: complete the six-skill self-assessment, then evaluate your starting points — describe your strongest evidence for each skill and assess which two skills need most development, giving reasons. At Level 2 the units are ComSk2 · DecMkSk2 · LSk2 · TmWkSk2 · CrThSk2 (Thinking becomes Critical thinking) · WellbLe2. Verbs move from State/List to Describe · Explain · Compare · Assess · Evaluate.
Working towards — registration and level are coordinator decisions; evidence banks at ONE level per skill (spec §6.5).
Assessor Witness Statement
LAUNCH ASDAN W1 · Intro and Choosing My Level LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 baseline — self-assessment (Communication, ComSkE3 · ComSk1 · ComSk2 routes, begins)
Candidate name
Date of activity
Activity witnessed
Intro and Choosing My Level
1 · What I actually saw this candidate do
Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.
2 · Level the candidate worked at — ring ONE
SUPPORTED Sort the six skill cards into I DO THIS OFTEN and NOT YET, then choose your starting level with an adult.
STANDARD Complete your six-skill self-assessment with one example per skill, then choose and note your starting level.
STRETCH Complete your six-skill self-assessment with one dated example per skill, then choose your level and outline your reasons in writing.
I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2 A learner’s evidence for a skill banks at ONE level only — Entry 3, Level 1 or Level 2, never more than one (barred combinations, spec v1.2 §6.5). Supported and Standard evidence Entry 3; Stretch evidences Level 1; the staff-directed Level 2 route evidences Level 2.
Assessor name (print)
Role
Signature
Date
5 · Learner confirmation
I confirm this is my own work.
Learner name (print)
Signature
Date
One statement per candidate per session. File it with the photo, not instead of it.
Lundy Loop — this lesson
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
Space
The Effectiveness Board tracks progress, never rankings — your headline is yours, and ‘pass’ is always allowed.
Voice
Say one skill you most want this course to grow. Your words.
Audience
Your self-assessment is yours — the board shows only the headline you choose.
Influence
The skills the room flags help decide what we focus on in the weeks ahead.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Pass is always allowed.