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Achievement in non-accredited learning for adults with learning difficulties
Report of the scoping study
Christine Nightingale and Liz Maudslay. |
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Currently, there is a great deal of emphasis on identifying and recording the achievement of learners who follow accredited learning provision. However, there has been less emphasis in areas that are not accredited, either on non-accredited learning programmes or during an accredited programme.
Focusing on adults with learning difficulties in both discrete and integrated provision, this report draws on a literature review of current and reported research across social sciences, education, health and social care, as well as a survey of post-16 learning providers. It highlights the wide range of understandings and methods available and the innovative practice being used and tested in the field.
The report uses a five-stage model for capturing learner achievement exploring curriculum design, initial assessment, learning objectives, formative assessment and methods of recognising progress and achievement.
It highlights the issues facing providers and learners in a non-accredited learning setting, and offers supportive information and data to illustrate the exciting ways in which progress and achievement can and is being developed.
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Contents
| Introduction |
| The brief |
| RARPA |
| Area of study |
| Adults with learning difficulties |
| The legislative context |
| Review of the literature and survey findgins |
| Why is it important to recognise achievement and progression? |
| Potential problems with this approach |
| 1 Curriculum design |
| 2 Initial assessment/listening to learners |
| 3 Learning Objectives |
| 4 Formative assessment |
| 5 Recognising progress and achievement |
| Conclusion |
| References |
| Bibliography and related reading |
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