Presentation on theme: "Meeting aspirations and expectations; RARPA for learners with learning difficulties The Skills for Life Support Programme is delivered on behalf of the."— Presentation transcript:
1 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 partnersCfBT Education Trust60 Queens RoadReadingRG1 4BST:F:E:W:
2 AimsTo 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.
3 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.
4 A resource to support you after today An Online Community of Practice
5 An overviewRARPA 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.
6 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
7 Action research NIACE & LSDA Recognising and recording progress and achievements in non- accredited learning Evaluation report on the RARPA pilot projects April 2003 – March 2004Achievement in non-accredited learning for adults with learning difficulties. Report of the scooping study Liz Maudslay and Christine NightingaleEffective Practice Web Resource
8 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
9 InspectionGreater 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
11 What are person centred approaches? Approaches that enable individuals to have a greater say in the design and delivery of services.
12 For further reading on person centre approaches and planning:
13 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
14 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.
15 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)
16 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 recordingwhy they are recording ithow the recording is intended to be used.