RARPA Bob Mackenzie

Aim At the end of the course you will be able to use RARPA, for short courses, to evidence learners achievement and progression

Course Outline Pt1 What is RARPA – Brief Intro RARPA is Excellent –You will be able to explain why we use RARPA and enthuse others in its use The 5 Steps to RARPA –You will be able to list the 5 stages and understand what evidence is required at each stage

Course Outline Pt2 Paper work – ILP’s –You will be able to select a suitable ILP for your courses Evidence of Learning –You will understand the importance of collecting evidence to support the RARPA process

Achievement To have succeeded at the course a delegate must have achieved 3 out of 4 of the group learning goals given on the ILP

RARPA Recognising and Recording Progress and Achievement Originally intended for non-accredited courses Process is good for accredited courses too Everything must be aimed at improving the outcomes for learners

A Typical ILP

RARPA is Excellent Brain Storm- Why is RARPA excellent? Consider –Learners –Tutors –Curriculum managers –Stakeholders (HAFLS, OFSTED)

RARPA is Excellent for Learners & Tutors ILP clearly states lesson objectives Opportunity for celebrating achievement Allows learners to reflect on achievements Captures learners’ interests Tutors can track learners’ achievements Proof

RARPA is Excellent for Managers and Stakeholders Evidence of Achievement – feeds the Quality process Evidence of Good Teaching and Learning Initial Assessment Opportunities for IAG SAR & QIP Evidence of good return on investment

5 Stages of RARPA ent/rarpa_thefivestages.htm Stage 1. Set aims appropriate to learners Stage 2. Carry out initial assessment Stage 3. Identify learning objectives Stage 4. Record progress and achievement Stage 5. End-of programme learner assessment

What evidence can we use at each stage? For each of the 5 stages –Write down why that stage is important –Write down where we might record evidence Course Literature Enrolment Forms ILP Tutor feedback forms “Happy Sheets” IAG Forms

Stage 1: Set Aims Why? –Allows learner to decide suitability of course How? –Pre-course literature –ILP’s if sent before course starts

Stage 2: Initial Assessment Why? –Allows organisation to ascertain suitability of course –Allows provision of special support How? –Enrolment Form –May be verbal – check list –Self Assessment

Stage 3: Identify Learning Objectives Why? –Learners must have a clear idea of what they are doing –Need to assess leaner's against objectives –Personal Goal allows customisation How? –ILP

Record progress and achievement Why? –Celebrate success –Written feedback can be reflected on How? –ILP –Learner journal –Tutor feedback sheet

End of programme assessment Why? –Celebrate success –Did the learner pass? –Quality indicator How? –Tutor sign off on ILP –Tutor feedback –Test/Quiz –Evidence

ILP’s Group Learning Objectives Must have a personal objective Captures Initial, Formative & Summative assessment Summative assessment (at least) must have tutor’s input Good place for some IAG

A Typical ILP

City Lit ILP

Excellence Gateway ILP Main Learning Objectives: Expected Achievement Date : Actual Achievement Date: MA1. To maintain regular and punctual attendance at all sessions as required MA2. To develop job search skills and gain relevant work based experience MA3. To complete relevant all qualification’s identified from learner aspirations 30/11/2004 (1) 20/9/04 (2) TBC Identified Qualification’s: Expected Achievement Date:Actual Achievement Date: 1. Basic Food Hygiene Certificate – Provider: Local College Provision (TBC)20/9/ Learn direct access course (ICT) – Provider: Learn DirectTBC Identified Targets Towards Learning Aims: (Informed from reviews and client contact) Expected Outcome & Achievement Date: Actual Achievement Date: Review 1 (Date) : 14/9/ Produce up to date CV 2. John has arrived late to placement three times he must ensure that he leaves earlier to arrive on time (Monitored for next 2 wks) 3. John to continue attending job search sessions 4. John to attend one day basic food hygiene course on 20/9/04 Targets (Continued) Main Aim Ref MA - 1 MA- 3 MA - 2 Completed CV (13/9/04) Confirmed punctuality (28/9/04) Confirmed attendance (Ongoing) Completion (20/09/04) Expected Achievement Date: Actual Achievement Date:

Dewsbury College

ASCEND

Evidence of Learning Self Evidence (Smileys) Tutor Sign Off Learner Work Learner Work Before & After

What makes good evidence? Before and After One learner’s work (depends on objectives) Minimally intrusive Pictures & recordings may require permission

Discuss Suitable Evidence Basic Word Class Entry Level ESOL Confidence Class Watercolours

Summary RARPA is good for all in the education process Get everyone to “buy in” Collect Evidence of Learning

Resources Hertfordshire Adult & Family Learning Service > RARPA Resources Contact Jane Free for username and password.

Extensions

SMART Targets Specific - Be precise about what learners are going to do. Measurable – How do you know the objective has been achieved? Achievable – is this too much for the learner? Realistic - Do you learners have the resources to make the objective happen (money, machines, materials, minutes)? Timed - State when the learner will achieve the objective

When not to use ILP’s Taster – learners sign up for next course Entry level ESOL - ? “stealth” aim –Real aim on SOW –Evidence aim was achieved