Meeting aspirations and expectations; RARPA for learners with learning difficulties The Skills for Life Support Programme is delivered on behalf of the.

Slides:



Advertisements
Similar presentations
The Foundation Learning Tier Strategy Managers and Curriculum Managers group 24 th March 2009.
Advertisements

Championing Young Peoples Learning Foundation Learning Regional Briefing David Sangster Policy Manager (FL) Championing Young Peoples Learning.
Employability and Employer Engagement
SCQF RPL Project Ruth Whittaker SCQF RPL Consultant Recognising Prior Informal Learning (RPL) within the Scottish Credit & Qualifications Framework (SCQF)
LSIS: the Quality Improvement Agency (QIA) and the Centre for Excellence in Leadership (CEL) have now come together to form the new sector-led organisation.
Raising Achievement. 2 Aims To explore approaches and materials to support the planning of learning. To consider strategies for preparing learners for.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme Using skills checks A training session for staff delivering skills checks The Skills for Life Support Programme is delivered.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme Developing literacy (communication), language and numeracy skills with learners with learning difficulties using person-centred.
Initial and diagnostic assessment: a learner-centred process
Skills for Life Support Programme Access for All The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service.
LSIS: the Quality Improvement Agency (QIA) and the Centre for Excellence in Leadership (CEL) have now come together to form the new sector-led organisation.
Skills for Life Support Programme 1. Skills for Working Aims for the day The Skills for Life Support Programme is delivered on behalf of the Learning and.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
GRADE 1?. WORKSHOP AIM/OBJECTIVES To discuss lesson plan formats and appreciate implications for OTL/Inspection Colleagues will: Recognise a variety of.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme Improving Speaking and Listening Skills A practical guide to Skills for Life teachers The Skills for Life Support Programme.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Supporting managers: assessment and the learner journey
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Post 16 Citizenship Liz Craft Valuing progress Celebrating achievement.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Skills for Life Support Programme T: F: E: W: The Skills for Life.
Early Support: working with parents and other agencies Julie Jennings RNIB National Development Officer: Early Years.
TRACE REVIEW WORKSHOP ILO International Training Center, Turin (Italy) June 2006 PRESENTATION OF FINAL OUTPUTS Key Action N° 19 TUCTCO.
Equality Act 2010 The Public Sector Equality Duty - how will it affect the third sector? Overview of where we are with legislation that came into force.
Erasmus+: An overview Sonia Shakir 21 February 2014.
RARPA Recognising and Recording Progress and Achievement in non-accredited learning.
How do you share or disseminate good practice in your organisation?
Skills for Life Improvement Programme Improving Speaking and Listening Skills A practical guide to Skills for Life teachers The Skills for Life Improvement.
Skills for Life Improvement Programme 1. Skills for Working Aims for the day The Skills for Life Improvement Programme is delivered on behalf of the Learning.
Stages of assessment Initial assessment Diagnostic assessment (for SfL courses) Formative assessment Summative assessment.
Session Objectives: For Mentors to know:
Delivering Validation Existing practices and methods in the United Kingdom The WEA is committed to equality of opportunity and inclusive learning.
Skills for Life Improvement Programme Professional Development Planning for literacy, language and numeracy The Skills for Life Improvement.
BA Year 2 SBT Briefing for Class Mentors Wednesday, 29 th April 2015 Ben Wye Year 2 Cohort Leader - Crewe Tel Archana Hinduja.
WELCOME to Edge Hill University Mentor Training (Professional Development Area) WELCOME to Edge Hill University Mentor Training (Professional Development.
Slide 1 of 18 Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes Discussion materials Issue 3: Developing effective work.
Brigid Murray Adviser Environment & Society. Programme outline 1. Introduction- context; rationale; aims; objectives; intended outcomes 2. The guidance.
Module 2 Implementing Foundation Learning January 2011.
01. Welcome 02 Implementation of Foundation Learning Tier (FLT) Progression Pathways in the London Region.
CHANGES TO THE LEVEL 4 CERTIFICATE
Supporting learndirect Skills for Life Learners SLIM Learning Theme Tutor Training: Building Capacity in Skills for Life 8 th July 2004 Jane Ellis, Ufi.
Culture & Adult Education Lincolnshire County Council
Slide No:1 This presentation is designed to assist your organisation in its staff development and training regarding the measures of success. It contains.
Diploma in Teaching in the Lifelong Learning Sector
Making the Most of Learning and Assessment, in Wales.
Teachers Talking About Teaching Mathematics Celia Hoyles Director.
Hertfordshire in Action Working in Partnership to secure effective Transition and Progression.
Promoting independent learning through technology Enhancement of Learning Support.
The Community Welfare Pathway Roseanne Fearon Head Of Service, Adult Services Social Work Service.
ESF Community Learning Grants in the North West Ian Standish Regional Education Manager, WEA (Grant Coordinating Body) November 2011.
FLAGSHIP STRATEGY 1 STUDENT LEARNING. Student Learning: A New Approach Victorian Essential Learning Standards Curriculum Planning Guidelines Principles.
RARPA: Quality Assurance Peer Review Triangles This Education & Training Foundation funded project builds on the success of ‘Improving the quality of provision.
Typical student timetable. What is the Foundation Learning Tier?
The Local Offer, Overview and links to the Voluntary Sector Annabel MacGregor Post 16 and Local Offer Commissioning Officer.
14-19 Workforce Support is delivered on behalf of LSIS by the Specialist Schools and Academies Trust, LSN, The Workshop and Pearson Education. Supporting.
Training for organisations participating in Peer Review of Paediatric Diabetes.
SPECIAL EDUCATIONAL NEEDS & DISABILITY CODE OF PRACTICE 2015 HOW THIS APPLIES TO FURTHER EDUCATION.
NLDC November 2014 Recognising and Recording Progress and Achievement (RARPA) A quality improvement perspective.
Post-16 provision and the Children and Families Act 2014
RARPA Recognising and Recording Progress and Achievement
Alan Clarke Associate Director, ICT and Learning
Presentation transcript:

Meeting aspirations and expectations; RARPA for learners with learning difficulties The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS T: 0118 902 1920 F: 0845 838 1207 E: sflenquiries@cfbt.com W: www.excellencegateway.org.uk/sflsp

Aims To become familiar with the RARPA model and how it can be used effectively to support learners with learning difficulties to achieve and progress. To provide you with training materials and guidance to support in house delivery of RARPA training.

What are the five stages of RARPA? Course aims being clearly stated. Initial assessment of learners’ starting points and needs. Discussions and negotiation to identify appropriately challenging objectives. Formative assessment, checking on progress and giving feedback. Final recognition of progress, recording and celebration of achievement.

A resource to support you after today An Online Community of Practice http://excellence.qia.org.uk/page.aspx?o=130078

An overview RARPA has evolved from an action research base over a number of years and is a cornerstone of the New Measures and Success for All agenda. It is an initiative designed to raise the quality of non- accredited teaching and learning. The RARPA approach gives providers a framework for supporting the progress and achievement of learners, through consistent and effective methods of recognising and recording. The application of RARPA promotes good practice in teaching and learning, puts learners at the centre of the process and enables effective quality assurance.

LSC Developing the RARPA process Who can use it? Key documents include:Implementing measures of success: the handbook section 10 – recognising and recording progress and achievements. LSC January 2007 www.lsc.gov.uk/rarpa

Action research NIACE & LSDA Recognising and recording progress and achievements in non- accredited learning Evaluation report on the RARPA pilot projects April 2003 – March 2004 Achievement in non-accredited learning for adults with learning difficulties. Report of the scooping study Liz Maudslay and Christine Nightingale Effective Practice Web Resource www.lsneducation.org.uk

National policy Learning for Living and Work (LSC, 2006) ‘Progression through Partnership (2007) ‘Determine the use of RARPA process as a means of monitoring standards and tracking individuals’ progress across the country.’ Pg 19  

Inspection Greater Expectations; Provision for learners with disabilities (ALI, 2006) ‘A defining characteristic of weak provision for learners with disabilities is a vagueness of purpose.’ pg 6 ‘ ..it is common practice to assess learners against the requirements of some form of accreditation…. not in relation to their individual needs.’ pg 5

Learning for Living Pathfinder

What are person centred approaches? Approaches that enable individuals to have a greater say in the design and delivery of services.

For further reading on person centre approaches and planning: www.helensandersonassociates.co.uk

What does this means in terms of RARPA? It means involving learners in a meaningful way. It means supporting learners to acquire the skills, knowledge and understanding they need to be active participants in the RARPA process

Teachers, support workers and managers need to: Listen without prejudice to what learners say they want to learn. Know the skills learners need for active participation in the RARPA process and helping them acquire them.

Potential of technology “Instead of being seen as a useful but peripheral tool, information technology and multi-media approaches need to be reconceptualised as central to the learning process."   (Dee et al, 2006)

Using technology to record learner progress and achievement The types of technologies used by tutors and learners to record learner progress and achievement will vary depending on: what they are recording why they are recording it how the recording is intended to be used.

Examples of technology

The Cascade Pack The training is based on a cascade model. You should go back to your organisation and deliver in house training. Use the cascade pack to suit your own purposes – differentiate it.

Skills for Life Support Programme Office Contacts: Add contact details here: Presenter Email Address Presenter Telephone (optional) Skills for Life Support Programme Office Contacts: CfBT Education Trust Tel: 0118 902 1920 Email: sflenquiries@cfbt.com www.excellencegateway.org.uk/sflsp