1. Tutor Staff Room Https://staffsacl.wordpress.com/
Tutor Guide can be located here under Tutor/Trainer Course File and Learner Documents

2. Observations – good or better
2015/16
2016/17
2017/18
96%
90%
96%**
2018/19 target
95%
** based on latest data, subject to change

3. Observations 2017/18 – ACL observers
Strengths:
Providing support for learners with additional needs
Providing opportunities for learners to improve their wider skills: English, maths, IT, employability and social skills
Range of good active, learner-led learning activities
Learner engagement and enjoyment, pride in their work
Tutor’s knowledge and communication

4. Observations 2017/18 – ACL observers
Areas for improvement/development:
RARPA – using initial assessment
to set clear SMART outcomes, and timely summative assessment of those
Feedback to learners including feedforward
Use of ILT
Information and advice to learners about progression options

5. Attendance 2015/16 2016/17 2017/18 91.4% 90% 92.6%** 2018/19 target
, includes K absences
doesn’t include K
** based on latest data, subject to change

6. Retention, pass and achievement
Retention – how many learners completed the course
Pass – how many learners who completed also passed/achieved 80% of their learning outcomes
Achievement - how may learners who started the course completed and achieved 80% of the outcomes
Example:
10 learners start, 1 drops out /10 = 90% retention
9 learners left, 1 doesn’t pass 80% of outcomes, 8 do /9 = 88.8% pass
8 of the original 10 have completed and passed /10 = 80% achievement

7. Retention and pass Retention – how many learners completed the course
Pass – how many learners who completed also passed/achieved 80% of their learning outcomes
Achievement - how may learners who started the course completed and achieved 80% of the outcomes
Year
retention
pass
achievement
2017/18
94%**
100%**
2016/17
94.2%
99%
93.4%
2015/16
95%
97.8%
93%
retention
pass
achievement
2018/19 target
96%
98%
94%
** based on latest data, subject to change

8. A few ideas to try…
Images are highly significant in maintaining and developing learner engagement.
Instead of writing up your learning outcomes as conventional ’to do’ statements, choose an image for each outcome and put this on the wipeboard or wall.
Use the images as a stimulus for asking learners what they think the topic is about, the relationship between the images and why you chose the image to represent the structure of the lesson.
Much more imaginative!

9. Linking lessons
Get learners to guess what will happen in the next session
Get learners to decide what they would like to learn about the topic in the next session

10. Differentiated Outcomes
Replace the old ‘All-Most-Some with:
Must
Should
Could
Removes the issue of limitations

11. A learning outcome is NOT
A topic
E-Safety
Past tense
A task
Complete mock exam paper
Go through homework
A process
Practise spelling
Explore messy play
It should describe the end result, not how the learners got there
Thanks to BAES

12. A learning outcome is NOT
Invisible
Understand radicalisation
Consider how the Equality Act impacts on policies in your school
Verbs like ‘understand’ and ‘consider’ happen in learners’ heads. If you can’t ‘see’ it, how can you assess whether learners have achieved? Re-frame your outcomes using active verbs: describe, explain, list, categorise, draw a mind-map….
Thanks to BAES

13. Learning outcomes Skills, knowledge and understanding S A V E R
Active verb for end product
Visible
Easy to understand
Relevant
S A V E R
Thanks to BAES

14. Bloom’s Taxonomy Question Stems

15. Learner Self Assessment
INK
I know / I Need to Know
Explain what you have learnt from the lesson or topic
Explain what you still need to learn more about
What Went Well
What did you do really well in your work – pick only the positives
What single thing stands out for you?
WWW
Even Better If…
What could you improve about your work?
Be honest and describe what specific aspects need to be worked on.
EBI
Adapted from

16. Adapted from www.newbubbles.com
Assessment Corner
In three words…
One of the simplest assessment tools a tutor can use at the end of a lesson to check ‘distance-travelled’ is the ‘Three Words’ exercise. Ask learners to:
Think of 3 words that summarise the content of the session — ask learners to explain their choice.
Think of three words that reflect the emotions the learners feel about the session.
Ask learners in pairs to use evidence from the session to justify their choices, and for peers to address any concerns.
Adapted from
3 words
3 minutes

17. Review of Learning – Traffic Lights
Learning outcome 1….
Learning outcome 2….
Judgement
Self Assessment
Actions
Tutor Feedback
I am confident I’ve understood…
I will extend my learning by…
I have a few questions about…
I will seek answers by…
I’d welcome more help with…
I will gain further help by…

18. Assessment Corner The post it note provides a simple method
for placing learner questions on a wall.
The post-its are moveable and flexible,
allowing learners to group by theme,
issue or category.
Good at starts and ends of lessons.
Excellent for kicking off recaps,
illuminating learner difficulties or getting learners to answer their own questions.

19. Information and Advice
Try a pinboard to show learners ideas for progression opportunities:
Other similar courses, at higher levels or related subjects
Related websites and other resources, magazines etc
Local support groups/agencies
Other local providers for functional skills courses
Could be a real pinboard, or a virtual one using pinterest, padlet, facebook closed group…