1. PEARL Personal Employability Achievement and Reflection for Learning PEARL Personal Employability Achievement and Reflection for Learning

2. What is PEARL. PEARL is the first national performance- based assessment framework system that allows personal, social, behavioural and employability skills and abilities to be measured, progressed, validated and rewarded. PEARL is the first national performance- based assessment framework system that allows personal, social, behavioural and employability skills and abilities to be measured, progressed, validated and rewarded.

3. The PEARL Programme is accredited by The Graded Qualifications Alliance (GQAL) (GQAL) is an examination board that has been established to award graded qualifications to learners of all ages and experience, who can demonstrate successful performance in a range of activities. (GQAL) is an examination board that has been established to award graded qualifications to learners of all ages and experience, who can demonstrate successful performance in a range of activities. GQAL is a partnership between The Manchester College, Exeter University and The The British Theatre and Dance Association. GQAL is a partnership between The Manchester College, Exeter University and The The British Theatre and Dance Association.

4. PEARL The PEARL programme consists of two standalone units: The PEARL programme consists of two standalone units: Social and Personal Development. Social and Personal Development. Organisational and Creative Development. Organisational and Creative Development. Each unit has five core constructs covering the full range of personal and employability skills. Each unit has five core constructs covering the full range of personal and employability skills.

5. PEARL Personal and Social Development unit. The Personal and Social Development unit has been designed to measure The Personal and Social Development unit has been designed to measure personal, social, emotional and behavioural skills. personal, social, emotional and behavioural skills. The five core constructs for assessment are: The five core constructs for assessment are: Social Skills. Social Skills. Self Awareness. Self Awareness. Empathy. Empathy. Managing feelings. Managing feelings. Motivation. Motivation. Research shows that excellent performance in these skills is highly valued by employers, Further and Higher Education institutions, Local communities families and individuals. Research shows that excellent performance in these skills is highly valued by employers, Further and Higher Education institutions, Local communities families and individuals.

6. PEARL Organisational and Creative development unit. The Organisational and Creative Development unit has been designed to measure more specific work related skills. The Organisational and Creative Development unit has been designed to measure more specific work related skills. The five core constructs for assessment are: The five core constructs for assessment are: Time management. Time management. Problem solving. Problem solving. Planning. Planning. Managing Change. Managing Change. Research. Research. At present this unit is at the pilot stage. At present this unit is at the pilot stage.

7. PEARL Focuses on : Positive Behaviour. Collaborative Learning. Social Inclusion. Employability Skills Citizenship. PEARL Focuses on : Positive Behaviour. Collaborative Learning. Social Inclusion. Employability Skills Citizenship.

8. The PSD assessment framework consists of a full description of desirable behaviours and characteristics for each of the following constructs: Self Awareness Self Awareness Social Skills Social Skills Managing Feelings Managing Feelings Empathy Empathy Motivation Motivation

9. Characteristics. The characteristics have been determined by the community of practitioners. The characteristics have been determined by the community of practitioners. The emphasis is on PERFORMANCE. The emphasis is on PERFORMANCE. The assessment framework is based on ability not age. The assessment framework is based on ability not age.

10. Examples of Social skills characteristics. The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is operating at. I make others feel welcome. I express my opinion. I play different roles within a team. I give constructive verbal feedback to my colleagues and peers. I ensure that people feel involved and valued. I manage conflicts.

11. Examples of Self Awareness. The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is operating at. I understand my own feelings and the Impact they can have on others. I understand my own personality, preferences and abilities. I know my own strengths and areas for improvement.

12. Examples of managing feelings. The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is operating at. The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is operating at. I think before I act. I think before I act. I talk about and share feelings. I talk about and share feelings. I am able to recognise and cope with difficult feelings. I am able to recognise and cope with difficult feelings.

13. . The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is operating at. I understand what long term and short term goals are. I understand what long term and short term goals are. I can set SMART Targets. I can set SMART Targets. I take personal responsibility for my own development. I take personal responsibility for my own development. Examples of motivation

14. Examples of Empathy. The characteristics are not learning outcomes but rather a guide and signposts to the grade the candidate is operating at. I understand someone’s point of view without judgement. I understand someone’s point of view without judgement. I recognise how people are feeling in various situations. I recognise how people are feeling in various situations. I convey understanding to others. I convey understanding to others. I am co-operative and have a warm approach to others. I am co-operative and have a warm approach to others.

15. Observations/Assessments of learners. The framework enables qualified assessors to observe and assess learners on how they perform or show these skills in any given situation. The framework enables qualified assessors to observe and assess learners on how they perform or show these skills in any given situation. The various personal and Social capabilities of the learner are then measured or assessed against the framework levels (Grades). The various personal and Social capabilities of the learner are then measured or assessed against the framework levels (Grades).

16. The Grades. Each learner is graded on a scale from B-8 Each learner is graded on a scale from B-8 Lower Grades (B-2) Lower Grades (B-2) Medium Grades (3-5) Medium Grades (3-5) High Grades (6-8) High Grades (6-8)

17. Grade Descriptors/Characteristics. There is a full description of desirable behaviours and characteristics within each of the grades in the framework content of expectations. There is a full description of desirable behaviours and characteristics within each of the grades in the framework content of expectations. The framework is then used to inform judgements made by the assessors to attribute a grade or level of attainment. The framework is then used to inform judgements made by the assessors to attribute a grade or level of attainment.