Involving Learners in Work Based Learning Tools we use.

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Presentation transcript:

Involving Learners in Work Based Learning Tools we use

Foundation Learning Programmes Entry 1 – 3 Inc Functional Skills, NCFE Level 1, PSD, placement 1 day Level 1 – Inc Functional Skills, NCFE Level 1, PSD, placement 1 day Advanced Programme – Led Pathway (APLP) Level 1 - Inc Functional Skills, NCFE Level 1, placement 2 days Apprenticeship Programme Level 2 & 3 – Inc Functional Skills, CYPW, technical cert, full time placement North West Community Services (NWCS) Child Care and Health and Social Care

Apprenticeship (L2) Business & Administration CCLD / CYPW Hairdressing Advanced Apprenticeship (L3) Business & Administration CCLD / CYPW Hairdressing Framework Technical / Theory Cert L2 NVQ L2 Functional / Key Skills L1 Framework Technical / Theory Cert L3 NVQ L3 Functional / Key Skills L2 Training Plus Merseyside (TPM)

Learner Journey: Application & Recruitment Initial Assessment Induction WBL approach to support: Self Assessment – developed in house includes Learning Styles Analysis Instines – dyslexia screening tool, initial assessment (level) and diagnostic assessment (framework level - gaps) Case Conference – ALN/ASN potential Sub ILP during induction which will support the assessor when meeting the learner for the first time Approach Assessment and Support for Additional Learning Needs/Additional Social Needs

Learner Journey: Individual Learning Plans Teaching and Learning Progress Reviews WBL approach to support: Tutor/assessor led - use sub ILP and meet with learner to discuss and set targets Teacher uses sub ILP – transferred on to their registers and lesson plans eg differentiation Tutor/assessor led – review targets and progress with learner; at 6-8 weeks point - learning support team will meet the assessor to review ALN/ASN Approach Assessment and Support for Additional Learning Needs/Additional Social Needs

Learner Journey: Assessment Achievement Progression WBL approach to support: Arrange appointment with Adult Dyslexia Access who will assess the learner for dyslexia and produce a report inc access to exam concessions Achievement reviewed at each assessor visit. Learning support will review every 3 months Ongoing application of support strategies in work place or on L3 programme, inc support with the employer Approach Assessment and Support for Additional Learning Needs/Additional Social Needs

TPM – Instines, a tool we use for screening dyslexia © Adult Dyslexia Access

NWCS – a tool we tried Learning styles v working styles Analysis/Pyramid-Model.html

OFSTED Good Practice Tool – Professional discussion Assessment for Additional Learning Needs and Additional Social Needs in Apprenticeships Assessment-Tool-v6.pdf

ASN Criteria  Recent / recurrent offending behaviour  Attitude / behavioural problems (including loss of placement due to poor attitude / behaviour)  Poor / erratic attendance during last year of education / excluded from school / no record of school  Drug / alcohol problems  Unsupportive / unsupported home environment (including care leavers / carers).  Health problems which affect the young person’s programme (including mental health and phobias).  Significant problems with confidence / self esteem  Significant problems with communication and interaction.  Significant problems with motivation / attendance (on programme)  Single parents with particular difficulties in engaging with learning Additional Social Needs

2 week induction for diagnostic assessment – 1:1 interview to: Assess soft outcomes Body language Observation Intuition Geography Travel Timekeeping Domestic circumstances Interventions 1:1 support session PSD sessions Motivational Dialogue Foundation Learning rg.uk/resource/FLT_CD_6016 Q/screens/flt_05_01_00_00/p age.htmlhttp://tlp.excellencegateway.o rg.uk/resource/FLT_CD_6016 Q/screens/flt_05_01_00_00/p age.html Call on specialist professional organisations – MIND, BROOK, YPAS Assessment for Additional Social Needs

Thank you