Mainstream Awards

These progressive awards offer flexible, activity-based programmes for young people aged 14-19. The assessment framework of the programmes facilitates the development and accreditation of personal, essential and social skills within a variety of educational, community and world of work contexts.

The aim of the programmes is to enable young people to understand themselves and others better and to become better prepared for making the transition to adult life. Personal and social competence is seen as a crucial factor in maximising opportunities for lifelong learning and becoming an effective member of adult society. The emphasis is on co-operation and collaboration, rewarding achievement and assisting progression of learning. These principles apply to both students and staff involved with ASDAN.

These awards have been designed by practitioners as a means by which the essential skills can be developed, assessed and accredited, and personal achievements can be formally recognised to build up a personal portfolio of evidence.

The ASDAN Youth Awards Scheme has been granted credit inclusion for the National Certificate of Achievement (NCEA) at Level 1 (Silver – 20 credit equivalents); Level 2 (Gold – 20 credit equivalents); and Level 3 (Platinum – 20 credit equivalents). At each level, 12 credit equivalents are for Self Management and the challenges; 4 are for Work Study; and 4 are for Problem Solving. This credit inclusion is limited to NCEA, may only be used once, and may not be used for any other NQF qualifications.

Download the ASDAN Guide to Credit Inclusion

Student Ownership

ASDAN programmes have a primary purpose of enabling students to have an increased sense of ownership and control over their own learning – vital in raising levels of motivation, achievement and self-esteem.

The following courses are appropriate for mainstream schools and alternative curriculum provision, as well as adult education providers.

Preparatory Awards

The aim of Transition Challenge and Towards Independence is to present a framework of activities through which personal, social and independent living skills can be developed and accredited. The programmes have been developed for learners with severe, complex, profound or multiple learning needs. Transition Challenge, Towards Independence and Workright have common features: students/clients are able to access activities with various levels of support, all programmes show essential skill recognition, all have formative student records (a portfolio of evidence), and all have summative records (a student/client workbook) which the tutor/teacher fills in.