1. Planning the Learner Experience Linda Rolfe & Cerian Ayres Petroc

2. Topic Supporting STEM Learner Progression: The STEM Learner Experience Aims  This resource has been created to aid with the effective planning of the STEM Learner Experience. A series of Learner Experience cards are used to highlight priority areas that should be considered when planning STEM learning. The Key Element cards allow discussions to take place while colleagues explore ways in which he could incorporate key elements within the identified STEM Learner Experiences.  Learners actively explore what their STEM programme involves and how they will learn  Learners build up a clear picture of STEM strengths, skills and areas for development  Learners develop personal and social skills and STEM expert learner characteristics  Learns build up a partnership approach to STEM learning  Learners investigate STEM career pathways and where their learning might take them Level Level 1, Level 2. Level 3, Level 4 Method  This resource supports teachers and learners to develop a partnership approach to learning, developing expert learner characteristics and creating opportunities to simulate realistic working environments Equipment  Paper/Electronic  Note pad/Pens/Pencils  Flipchart/Whiteboard Duration 30 Minutes +

3. L earners actively explore what their STEM programme involves and how they will learn L earners build up a clear picture of STEM strengths, skills and areas for development L earners develop personal and social skills and STEM expert learner characteristics L earners build up a partnership approach to STEM learning L earners investigate STEM career pathways and where their learning might take them Planning the Learner Experience

4. Careful planning of the first few days and weeks of a learner’s programme helps establish a solid foundation on which future learning can build. The cards for Planning the learner experience provide a simple framework to support this process. The set is made up of 19 cards: 14 Key element cards (slides 6 to 24) 5 Learner experience cards (slides 25 to 27) They are designed to support a partnership approach to planning. You may like to use the cards when working one to one or with a small, informal group. They could also be used during more formal CPD sessions. We suggest a number of ways for using the cards, but there is no ‘right way’. Feel free to invent your own uses and to add or remove cards as required. Using the cards Learners’ early experiences on their STEM programme can have a significant impact on their subsequent progress. Getting off to a good start benefits both learners and teachers. Instructions Planning the Learner Experience

5. To develop a shared understanding  What does the learning experience mean to you?  What does it mean to your learners? To explore the learner experience  Review each Key Element card and place it under one of the Learner Experience cards.  Discuss differences of opinion to deepen your understanding. To plan a learner activity  How can you include one or more of the Key Elements?  Who else do you need to involve? To explore the benefits for learners and teachers  How could you approach this within your team?  How could the cards be adapted for use with learners? To identify CPD needs  Discuss the cards.  What skills do you need to develop further? To analyse current practice  Divide the cards between three piles: never, sometimes, frequently.  How could you increase the size of the frequently pile? To share effective practice  Consider the questions on the back of the Key Element cards.  How can you use examples of effective practice and what changes might you see? To support collaborative learning  Who should be involved?  How can you manage this process?  How can you overcome any possible challenges?

6. KEY ELEMENT CARD Learners are able to discover and express their views on how they learn STEM best. Planning the learner experience KEY ELEMENT CARD Learners taste real life situations and work with external STEM partners. Planning the learner experience Key Elements Planning the Learner Experience Cards

7. QUESTIONS  How can you introduce learners to the concept of the expert learner?  What opportunities do you provide to help learners explore this?  How do you use this information when planning learning? QUESTIONS  What opportunities would be appropriate during the learner’s programme?  How can you make the most out of these opportunities?  How can you use these opportunities to link theory to practice? Key Elements Planning the Learner Experience Cards

8. Planning the learner experience KEY ELEMENT Learners take part in structured STEM activities that provide opportunities for self, peer and teacher review. Planning the learner experience KEY ELEMENT Learners are able to develop confidence in their ability to work things out for themselves. Key Elements Planning the Learner Experience Cards

9. Planning the learner experience KEY ELEMENT CARD Learners are able to develop confidence in their ability to work things out for themselves. Key Elements Planning the Learner Experience Cards

10. QUESTIONS  What opportunities do you provide to help learners develop this skill?  When is it appropriate to intervene and help?  How do you support learners to learn from each other? QUESTIONS  How can you help learners get the most out of these opportunities?  How will you introduce the concept of peer review and the skills that are needed?  How will you develop opportunities to practice giving and receiving constructive feedback? Key Elements Planning the Learner Experience Cards

11. Planning the learner experience KEY ELEMENT CARD Learners are able to develop joint responsibility for designing learning. Planning the learner experience KEY ELEMENT CARD Learners are introduced to core topics that they will build on during the programme. Key Elements Planning the Learner Experience Cards

12. QUESTIONS  What does this mean to you?  What does this mean for learners?  How can you plan opportunities for learners to experience this? QUESTIONS  What topics would be valuable to introduce early on in the programme?  How will learners develop their learning at a later stage?  How could you link ice-breaker activities with programme content? Key Elements Planning the Learner Experience Cards

13. Planning the learner experience KEY ELEMENT CARD Learners are able to demonstrate existing knowledge and skills so that progress can be measured. Key Elements Planning the Learner Experience Cards

14. Planning the learner experience KEY ELEMENT CARD Learners are able to take part in co- operative and collaborative learning activities. Key Elements Planning the Learner Experience Cards

15. QUESTIONS  What skills, knowledge and experiences are relevant to their learning programme?  How can you and your learners find out what they already know?  How do you and your learners record these in a way that is meaningful to you both? QUESTIONS  What key components make an activity “co- operative”?  How can you use STEM examples that are relevant to the learners’ programme?  What are the benefits of this approach? Key Elements Planning the Learner Experience Cards

16. Planning the learner experience KEY ELEMENT CARD Learners are able to explore what is meant by personal and social skills and why they are important in helping them achieve and progress. Key Elements Planning the Learner Experience Cards

17. Planning the learner experience KEY ELEMENT CARD Learners experience effective learning conversations which will help them set targets and goals. Key Elements Planning the Learner Experience Cards

18. QUESTIONS  Who can you involve to validate their importance?  Can you describe what is meant by personal and social skills and what each skill involves?  How can you introduce these from the early stages of a learning programme? QUESTIONS  What are the characteristics of a learning conversation?  What skills do your learners need to take part in learning conversations?  What skills do you need to facilitate learning conversations? Key Elements Planning the Learner Experience Cards

19. Planning the learner experience KEY ELEMENT CARD Learners are able to experience active learning approaches. Key Elements Planning the Learner Experience Cards

20. Planning the learner experience KEY ELEMENT CARD Learners are able to get to know people and begin to work together. Key Elements Planning the Learner Experience Cards

21. QUESTIONS  How can you move learners from “passive receivers” to actively finding out information for themselves?  Which approaches do you use already and how can you extend your repertoire?  How can you coordinate with colleagues? QUESTIONS  Who should learners “get to know” at the beginning of their programme?  How can learners develop effective working relationships?  How can you support this process? Key Elements Planning the Learner Experience Cards

22. Planning the learner experience KEY ELEMENT CARD Learners are able to explore how their programme can open up future career opportunities. Key Elements Planning the Learner Experience Cards

23. Planning the learner experience KEY ELEMENT CARD Learners are able to explore how learning will be assessed and what support will be available. Key Elements Planning the Learner Experience Cards

24. QUESTIONS  How do you find out about learners’ current aspirations?  How can learners extend their awareness of future prospects within this area? QUESTIONS  How can you make the most out of early assignment work?  How can you actively involve learners in understanding and applying the success criteria?  What forms of support are available from the beginning of the programme? Key Elements Planning the Learner Experience Cards

25. Award in Education and Training Learner Experience Cards 1 & 2 Learners investigate STEM career pathways and where their learning might take them. Planning the learner experience Learners develop personal and social skills and STEM expert learner characteristics Planning the learner experience

26. Learners actively explore what their STEM programme involves and how they will learn Planning the learner experience Learners build up a clear picture of STEM strengths, skills and areas for development Planning the learner experience Award in Education and Training Learner Experience Cards 3 & 4

27. Learners build up a partnership approach to STEM learning Planning the learner experience Award in Education and Training Learner Experience Card 5

28. The STEM Learner Journey The Learner Journey At each stage of the learner journey, there is potential for practitioners to make a positive impact on learner progression. Practitioners will have the opportunity to influence progression at each stage of the journey.