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Planning relevant programmes of learning

Remember 3 basic principles:

• Whatever you do, it is important to the learner.

• The learner must be at the heart of the planning process.

• The purpose of the exercise is to improve learning and achievement.

• With EBS, you can make sure that the planned learning is relevant to the wider needs of your clients.

Stages in Planning - remember, you will use the tools for screening and assessment where appropriate.

• What does the learner want to do?

• What can they do already, how does this relate to national standards?

• What are the options? - Discuss them with the learner.

• Agree an option, record the process.

• Do a diagnostic assessment, to find out more about the learner’s starting point.

• Set goals and a time-scale by agreement.

• Break down the road to the goals into realistic steps - set a target for each step.

• Come to an agreement on what success for each target is, and how to record it.

• Chart the goals and targets with reference to the national framework of standards and the Core Curricula.

• Agree any External Accreditation to be used.
  > Click for "Recognised Qualifications"

• Record all this on an individual learning plan.

3. Plan the teaching and learning activities

• Decide on appropriate activities, and find or develop resources that suit.
  > Click for "Teaching and Learning Activities"

• You can find resources, including new learning materials, on www.dfes.gov.uk/readwriteplus.

• Set out a schedule of activities, including chances to allow the learner and teachers to check progress and to provide evidence of achievement.

• Record the activities undertaken, and the resources used.

• Record the learner’s activities, in terms of progress and achievement.

• Allow time with the learner, as appropriate to the work being done, to reflect on the processes of learning, what has worked well or otherwise and what progress has been made.

• Agree progress against the ILP targets.

• Allow for review and amendment of the ILP, if needed.

• Record the progress made against targets.

• Make sure that you have time in place for a final review!

• Review the overall progress and achievements, against targets and goals

• Consider, identify and record any additional learning not included in the ILP

• Create a record of achievement, referenced against national framework of standards and the Core Curricula, for both accredited and non-accredited activities.

• Keep copies!

• Discuss possible progression routes, whether within further courses or educational activities, or in other ways.

• Consider if more assessment is needed to support progression

• Note the learner’s decisions on progression.

The activities and resources used need to be:

• Contextualised so that they are “embedded” appropriately but still clearly identifiable as Basic Skills for audit, quality and accreditation purposes.

• At the learners’ level;

• Relevant to learners’ skills and interests;

• Appropriate to the learners’ preferred working styles and methods.

• Set within plans for the course and each session referenced to the core curricula and standards

• Developed so that progress can be recorded through them

• You can find resources, including new learning materials that are linked to the core curricula for use in a range of contexts, on www.dfes.gov.uk/readwriteplus

Remember - the degree to which you might be involved in detailed planning may depend on the degree of engagement you have - are you a sign-poster, a broker, a provider?
> Click for "Degrees of Engagement"

[National Standards]
[Core Curricula]
[Screening Tools]
[IAG]
[Individual Learning Plan]
[Planning]
[Qualifications]
[Quality systems]
[Staff Development]
[Degrees of Engagement]