Raising Achievement

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Aims

• To explore approaches and materials to support the planning of learning.

• To consider strategies for preparing learners for qualification success.

• To work towards and exceed a 65% minimum level of performance for Skills for Life within Train to Gain.

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Factors for success?

• learners on the right course/qualification aim• effective initial and diagnostic assessment• motivated learners• support and encouragement for learners• ILP meets individual needs and workplace/NVQ

requirements• sufficient time for learning• good teaching• relevant materials• application of skills• curriculum coverage• preparation for accreditation

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What helps to develop learner motivation?

• relevance of learning?• early success?• a clear idea of where you’re going?• knowing what you need to do to achieve?• control of learning process?• measuring progress?• support from others?• practical application of skills?• examples of successful learners?• sufficient practice?

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The Learning Journey

Discussion/activity - in small groups:

• Complete the stages of the Learning Journey using the Learning Journey framework and cards.

• What is important at each stage of the Learning Journey?

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The Learning Journey

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Stages of assessment

Skills check

Initial assessment

Diagnostic assessment

Purpose To find out who would benefit

To give a level

To give detailed information

Information To find who already has Level 2 skills

To identify appropriate learning

To plan Individual Learning Plan

Who offers it? Trained staff Trained staff An SfL specialist

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The National Certificate in Adult Literacy & Numeracy

The test:

• is short (1 hour literacy, 1¼ hour numeracy) and accessible

• has 40 multiple choice questions - like a driving theory test

• is available weekly or on demand

• can be taken on paper or on screen

• is based on everyday subjects - home or work.

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Example of national test question - literacy

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Example of national test question - numeracy

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National Certificates at Entry Level

• available at Entry 1, Entry 2 and Entry 3

• designed to be flexible to allow for the achievement of units at different levels

• in different formats for different awarding bodies’ certificates

• most have a combination of portfolio and assignment or tasks but some have a test option

• a combination of internal and external marking and moderation

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What makes an effective ILP?

Discuss in small groups - what makes an effective Individual Learning Plan:

• from the learner’s point of view

• from the provider’s point of view.

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Learning materials

Are they:

• current?

• linked to qualifications?

• relevant?

• contextualised – linked to job role and NVQ?

• making use of realia?

• well presented?

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Models of delivery - 1

Delivery may be:

• up front/pre-NVQ

• within NVQ training

• alongside NVQ training

• within NVQ + top up to ensure curriculum coverage

• regular

• variable or periodic to fit work and NVQ assessment requirements

• intensive – e.g. as part of an extended induction.

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Models of delivery - 2

All of these could include elements of:

• face-to-face training – 1:1, in twos or threes, in a small group

• independent/distance learning – supported by a tutor through email and telephone contact

• blended learning – a mix of taught and independent learning.

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Move On Learner Route

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Move On Hot Topics

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Formative assessment

Formative assessment helps both learner and teacher review progress and is a central part of the learning process. It will take place during a learning programme on a regular basis. It helps learners and their teachers to identify progress in relation to the learning plan. Progress should be recorded and new learning goals identified.

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Formative assessment

In small groups - discuss current practice in formative assessment:

• Who carries out formative assessment?

• When is it done?

• What tools and approaches do you use?

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Summative assessment

Summative assessment provides evidence of what a learner has achieved at the end of each learning episode. It provides feedback to a learner and teacher on achievements in relation to the standards and curriculum documents. Summative assessment may take the form of a record of achievement, a unit of qualification, a whole qualification or a test.

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Final National Test preparation

• It is recommended that learners achieve at least 75% in two tests at the appropriate level before taking the National Test and that these two practice tests should be taken in the awarding body format that learners will use in the real test.

• Tests A - K are now progress checks only.

• Tests L,M,N can be used as final test practice.

• Top tips for test success.