Course Planner and Scheme of Work 2016-17 · Web view*This Course Planner includes: Guidance Scheme of Work Group Profile Learner Induction Checklist Equality and Diversity Checklist

Tutor Course File

All tutors are expected to keep a course file which should contain the following information:

Mandatory

This Course Planner*

Venue and Field Trip Risk Assessment

Personal Emergencey Evacuation Plans (PEEPs) – if necessary

Class Register including Record of Achievement

Session Plans

Resources/handouts

Individual Learning Plans

Recommended

Examples of learners’ work

Case Study Template

Tutor Handbook

*This Course Planner includes:1. Guidance2. Scheme of Work3. Group Profile4. Learner Induction Checklist5. Equality and Diversity Checklist6. RARPA checklist7. End of course Tutor Evaluation

Other tutor documents can be found on our website https://www.staffordshire.gov.uk/education/adultcommunity/ProviderInfo/Tutor/TutorDocumentation.aspx

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ACL Scheme of Work 2016/17 – V1

Course Planner

https://www.staffordshire.gov.uk/education/adultcommunity/ProviderInfo/Tutor/TutorDocumentation.aspx

https://www.staffordshire.gov.uk/education/adultcommunity/ProviderInfo/Tutor/TutorDocumentation.aspx

GuidanceCourse learning outcomesThe course learning outcomes may be differentiated using for example the “All /Most /Some” system and these agreed as individual learning outcomes with the learners after initial assessment and recorded on the ILP.Alternatively the differentiation may occur at the beginning of each session.It is advisable to number course learning outcomes as this information supports tutors tracking of achievement.

Potential Wider or Soft Skills Outcomes Learners may identify wider or ‘soft skills’ outcomes that are of a more personal nature, for example building confidence in new situations, working in a team, improved communication skills. These need to be discussed with the learner and recorded on their ILPs and will form part of their overall achievement.

Describe how you are embedding the following into the delivery of the course:

Equality and Diversity

o Are there topics in the course content where promotion of Equality, Diversity and Inclusion can be explicitly explored

o What do you do to ensure that all learners are actively involved in each session?o How do you encourage learners to interact with each other and to do so

appropriately?o How do you encourage learners to respect each other?o What do you do to support learners who have particular needs?

British Values and the Prevent Duty

o What are the naturally occurring opportunities to discuss extremism and radicalisation and ways to avoid these risks?

o What are the naturally occurring opportunities to discuss the rule of law and democracy?

o How can you give learners the opportunity to exercise and discuss personal liberty, tolerance and respect?

Safeguarding Health and well-being

o How do you make learners aware of any safety issues relevant to the content of the course, e.g. risks involved in learning activities, attending the venue, fire exits, using technology etc.?

o How do you make learners aware of their own right to be safe?o How do you make learners aware of what to do if their safety is threatened in

any way including cyber-bullying?o Are there topics in the course content where promotion of health and well-being

can be explicitly discussed?o How do you make learners aware of how they can stay healthy?

Information, Advice and Guidance

o What is the information available to potential learners before they enrol on the course?

o What information do you give learners when they have enrolled about the course outcomes and requirements?

o At what points during the course do you discuss with learners what their next steps might be, in learning, volunteering or employment?

o How do you give learners advice at the end of the course about achieving their next steps?

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English, maths and IT

o How do you assess learners’ skills in English, maths and IT? What information can you give them about developing these skills if they want this?

o How are these skills used in the subject? What key specialised vocabulary do they need to know? Are there any number/math tasks/calculations/ measuring/estimates they need to do?

o How do you make learners aware that they need to use these skills? How do you teach them any useful strategies?

o How do you support any particular needs individual learners may have in these areas?

Enhancing learning with ILT

o Will you or the learners be using internet, email, social media, mobile devices, apps, digital cameras or any other technology?

o How can learners can support in this if they need it?o How are you ensuring that learners are using technology safely?

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Scheme of WorkProvider Venue

Course Title

Tutor Name

Start Date

End Date Start Time End Time

Programme Area

Course Code

RARPA Stage 1 - Course learning outcomes including Potential Wider or Soft Skills Outcomes eg improved confidence, improved team work, communication skills.(agreed with learners after initial assessment and may be differentiated) e.g. All/Most/Some

1.2.3.4.5.6.7.8.9.10.

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Describe how you are embedding the following into the delivery of the course:

Equality and diversity

English, Mathsand IT

The Prevent Duty and

British Values

Information & Advice

SafeguardingHealth and Well-being

How are you using ILT to

enhance learning?

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RARPA Stage 2 - Group Profile A group profile should be a summary of all the learning strengths and needs within your group, as established at initial assessment, and should be used to refine your course plan and scheme of work.

PEEPs - does the learner need a Personal emergency evacuation plan (PEEP) ie do they need particular support in order to evacuate the building in case of emergency?

Learner Name

PEEP required?Y/N

Functional skills/English/Maths/ICT levels

Soft skills eg communication skills, team work, motivation etc

Subject specific experience/initial assessment

Additional support needs

Learning style

Any other information

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RARPA stage 3 Session Learning outcomes

(these should be refined in Learning Plans to account for individuals)

Session Outline(activities should be differentiated to allow learners to achieve individualised outcomes)

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2

3

4

5

6

7

8

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Include planning for mid-course review

Include planning for summative reviews – ILPs, celebration of achievement, progression advice and learner survey

To include – Induction (refer to checklist), initial assessment and starting to agree SMART learning outcomes

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Learner Induction Checklist

Each learner should receive a copy of the learner handbook, or Easy Read version.

The following topics should be covered at the start of each course and for each new learner:

HousekeepingEmergency exits, toilets, refreshmentsCourse informationLearning Outcomes, resourcesEnrolmentLearner agreementSupport for your learning, English and maths checks if necessaryAttendance – dates and times, who to contact if absentSafeguardingEmergency procedures, including Personal Emergency Evacuation plans where necessary, fire assembly points, fire extinguishersHealth and safety while learning, first aid boxStaying safe – Safeguarding and learners’ responsibilitiesCyberbullyingThe Prevent DutyOther ACL policiesEquality and DiversityTeaching and Learning and Quality including possible class visits from managersProgress and AchievementLearning Plans (ILPs)Unique Learner NumbersLearner voiceFeedback and focus group

Please tick above and sign and date below to confirm that induction has taken place.

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Tutor Signature ……………………………………… Date ………………………………………..

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Equality and Diversity ChecklistCourse Planning and content

Tutor notes

Initial assessment and group profile provides information to support how individual learners’ needs are met

e.g. learners prior knowledge, learning styles, personal goals, additional needs

Course documentation records promotion of equality and diversity

e.g. schemes of work and session plans

Learning and teaching resources

Tutor notes

Resources have positive images of a diverse society

e.g. older/younger people, minority groups, people with disabilities, differing family structures

Stereotypes are challenged in the design of materials

e.g. two men going on holiday rather than a family, wheelchair users playing sport

Learners receive resources in advance of the session (if required) based on individual need

e.g. learners who have difficulties with reading materials or following verbal instruction

Classroom Management and activities

Tutor notes

Room arrangements meet all learners’ need

e.g. older/younger people, minority groups, people with disabilities, differing family structures

Negotiated ground rules covering learners’ rights and responsibilities are recorded

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Induction and course delivery allows learners to disclose disability and support additional learning needs

e.g. enrolment forms, tutorials

Differentiated learning opportunities are managed through small group and pair work

e.g. learners mix with people from different backgrounds

Learners’ contribution of their existing knowledge and experience is valued

e.g. different backgrounds and cultures

Natural occurring opportunities are used to promote understanding of equality and diversity issues and celebrates different culturesEnsure all learners listen and understand the views of others and enable the views of all to be heardInappropriate or offensive language and behaviour is challenged

Promote a safe, supportive and collaborative learning environment

e.g. peer support, team work, learner responsibility and other skills

Recognising and Recording Progress and Achievement (RARPA)

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RARPA is a learner-centred process for assuring the quality of the learners’ experience. Some of the evidence forRARPA will be found in fully completed “fit for purpose” Individual Learner Plans (ILPs) along with other course documentation such as

SOW Session Plans ILPs Learner Portfolio Assessment RecordsCourse Info/Outline Sheet Learner Focus Group Learner Session Evaluations

Learner Surveys Registers Enrolment FormsUse the checklist on the following pages to ensure that each stage of the RARPA process is embedded in your course, and to make a note of where the evidence is recorded.

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RARPA ChecklistRARPA stage 1: Aims appropriate to individuals and group of learners

Where is the evidence?

Tutor notes

Are previous learners’ views taken into account when you are planning the courseHave learners received information before they enrolled about -

overall aims of the course progression options pre-requirements eg IT,

English and maths

Are learning aims and outcomes clearly shown on session plans /SoW and including Personal, Social and Employability skills where appropriateRARPA stage 2: Initial assessment to establish learners’ starting points


Tutor notes

Does initial assessment record-

previous knowledge previous experience existing qualifications existing skills

Does initial assessment record -

additional support needs preferred ways of learning

How does initial assessment feed into course planning? eg Group Profile?RARPA stage 3: Identification of appropriately challenging learning objectives: initial, re-negotiated and revised


Tutor notes

Are outcomes expressed in learner -friendly language?Are outcomes SMART?Are learning outcomes suitably challenging?

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Is there an opportunity to recognise existing previous knowledge and skills?Do outcomes include personal, social and employability skills, where relevant?Do outcomes reflect learners’ own goals where appropriate?RARPA stage 4: Recognition and recording of progress and achievement (formative) teacher feedback to learner, learner reflection, progress reviews


Tutor notes

Are learners given feedback on their progress?Does the feedback enable the learner to progress?

Is there evidence of progress against the individual learning outcomes?Is there an opportunity to record additional/unplanned outcomes?Is there an opportunity for outcomes to be renegotiated with the learners?

RARPA stage 5: end of programme learner self-assessment, teacher summative assessment, review of overall progress and achievement


Tutor notes

Is there a summative assessment which reviews and records the achievement of the learner against the original outcomes?Is there advice on what the learner can do next?Is learner feedback collected to inform future planning?

Are all learners’ achievement data recorded to collate for

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course data?

Do you reflect on the achievement of learners in order to inform future planning?

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Tutor End of Course EvaluationThe following questions refer to the statements in Ofsted’s Common Inspection Framework

2015.

Please use these questions to reflect on and evaluate your practice. Please identify strengths andareas for improvement in your practice which will be used as evidence within your Provider’s annual review. Please keep in mind learners’ attendance and achievement.

Section 1 – Outcomes for learnersNo of

learners enrolled

No of learners complet

ed

No of learner

s achiev

eda) Comment on progress and achievement in relation to starting points,

including personal development. Were there any significant variations in achievement between different individuals?

b) Describe any additional outcomes for learners to those planned?For example, a learner using the internet to book tickets, learner supporting other members of the group or becoming motivated to take part in community activities.

c) List factors which may have prevented (a) learner(s) from achieving?For example absenteeism, not enough time, learners uninterested in course, literacy issues.

Section 2 - How effective was teaching, learning and assessment?a) a) What worked well and what could have worked better?

b) Describe how you addressed the full range of learners’ needs including additional needs.

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c) How did you give formative feedback to learners and what impact did it have on their learning?

d) The involvement of parents and carers in their children’s learning and development(FEML and WFL)

Section 3 - How effective are leadership and management in raising achievement and supporting all learners?a) Comment on the suitability, access, facilities etc of the venue.

b) Were you able to access the support you needed?

c) Comment on suitability and availability of relevant learning resources including ILT

Section 4 – Personal development, behaviour and welfareHow did you address learners’ needs in…

a) English

b) Maths

c) IT

d) Wider outcomes/soft skills

e) Employability

f) The Prevent Duty and British Values

Section 5 - Strengths and areas for improvementReflecting on the above….What worked well?

What would you improve?

Section 6 –List any professional development needs you have identified for yourself

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Tutor End of Course Evaluation (pages 12-13) - To be completed and returned to your Manager to contribute to ongoing programme evaluation and annual review.

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Documents

Course Planner and Scheme of Work 2016-17 · Web view*This Course Planner includes: Guidance Scheme of Work Group Profile Learner Induction Checklist Equality and Diversity Checklist