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'4.2 Evidence of learning is clearly recorded, referenced to learning targets and shows progress. It is meaningful to the learner and other stakeholders'

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'4.2 Evidence of learning is clearly recorded, referenced to learning targets and shows progress. It is meaningful to the learner and other stakeholders'

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Open a new post below (click on the plus sign below)

List the evidence that you looked at.

Add your comments - Good practice / areas for improvement

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Discuss the case study material

Break for coffee. Individually fill in the learner information on a paper copy of the learner sampling form

Return to the group and identify Strengths and Areas for Improvement. Add your answers to this padlet (click on the plus sign below and type in your comments)

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Learner 1 Initial assessment and Tracking Four Pillars

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Copy of Learner 1 Targets & Tracking 21_22 

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Peer exchange Learner sampling form English

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Peer exchange Learner sampling form English

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Peer exchange Learner sampling form Cymraeg

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Peer exchange Learner sampling form Cymraeg

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Peer exchange External check report form English

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Peer exchange External check report form English

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External Check by Peer Exchange - Report Form

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Peer exchange External check report form Cymraeg

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Peer exchange External check report form Cymraeg

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Gwiriad Allanol trwy Adolygiad gan Gymheiriaid – Ffurflen Adrodd

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Guidance for RARPA self assessment part 1

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Guidance for RARPA self assessment part 1

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Let us know what you think - please fill in the feedback form

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Let us know what you think - please fill in the feedback form

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Issue - 4 pillars don't work well for PMLD learners

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Benefits -
Good to see opportunities for progress
Able to be more person centered
Brings more flexibility

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Issue - Mixed messages with our curriculum and special school curriculum

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Benefits -
Working towards meaningful work placements
Getting to know the individuals

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Benefit - Clear clarity with 4 pillars

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Issue - lack of consistency between campuses

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Issue - Standardisation between campuses
Initial set up (Teams etc..)
Types of evidence?
Parents availablty for revieew meetings

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Benefits - Freedom to do more activities
Hands on experience

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Underpins the curriculum, gives the basics but is still flexible

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Given to parents to explain the process, consistent process to ensure quality

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Person centered, planning to meet the needs of all learners, enables practitioners to track the progress

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Proactive process and recognising the different stages of experience
Pooling ideas and being efficient to make the most of the experience

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Exchange of info - constructive

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Input needs to be valued, looking for the positives
Open minded - looking for different nuances
constructive feedback leads to improvement

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Respect for one another
Confidentiality
Realistic
Colleges should be ready for visits to make best use of time
Encourage continuous improvement

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Being able to see dates when targets were set - lecturer/staff initials to be able to see who added the comments.

Learner comments added to the spreadsheet of how they feel about their progress.

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Spreadsheet is very clear and it is easy to see the progress. Additional targets/notes can be added simply as needed.

Portfolio comments are valuable for the learner to meet their goal. More evidence would be seen throughout the terms (this is just a snapshot of the first term)

Unclear if the document is created by the learner or staff.

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Large document for learners to manage
Knowing what photos are linked to each target and when
Annotations from teachers
Different forms of evidence- not just pictures

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Strengths
Peer exchange learner sample form - less time consuming than the initial form where it was under the four pillars.
Initial Assessment - good layout.
Evidence file - Showing lots of experience.

Areas for improvement
Initial Assessment - more evidence needed? Where are they now? More detail about their journey.
Using different coloured stars - no green stars - is she making progress?
More learner feedback on tracking document and learner evidence.

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Visual with stars and targets
Consistently dated

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Strengths - Very detailed initial assessment with good focus around each pillar area. Able to identify areas that need targets and give space for tracking.

Areas for improvement - Very much like having assessment criteria and accreditation. Lots of information and not a timescale of how long was given to assess each area. Some comments on individual assessment can be vague in some area.

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Learners work
Initial Assessment
Targets and tracking sheets
Destination
RARPA documents
Transition into the college
Learner Report

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No dates for targets set
Staff Initials to see who has set targets and when
Individual spreadsheets

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Creative curriculum
Person Centred
Community activity
College activity meaningful
RARPA framework useful

Issues
Staff struggled with change with accredited to non-accredited
Parents struggle with change
Learners are not guaranteed to stay until 25
Grouping sizes - difficult for large numbers of individuals
Difficult to get everyone together to follow the process
Everyone working within the guidance and doing their own thing

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What have been the benefits for you as a practitioner, of the changes to the ILS curriculum? Group 2

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What have been the benefits for you as a practitioner, of the changes to the ILS curriculum? Group 2

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Benefits
Broad and student centred curriculum
Not confined to unit content
Use enrigchment
More flexibility
Learners work at their own pace

Issues
Large numbers of individuals difficult to monitor
Planning effectively for individuals
Managers and tutors getting training as well as support staff
Recording Evidence
Technology needed not in all Colleges
Evidence from tutors not reaching ILS because they don't understand RARPA

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Why is the RARPA process important for a non-accredited curriculum? Group 1

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Why is the RARPA process important for a non-accredited curriculum? Group 1

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Quality Cycle
Recording Outcomes
All following the same pathway
Follow the RARPA process
Standardised approach for the cohort
Measurable and meaningful

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Why is the RARPA process important for a non-accredited curriculum? Group 2

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Why is the RARPA process important for a non-accredited curriculum? Group 2

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Quality and support
Consistency across Wales
Following the framework wherever they are
Baseline assessment
Focus on positivity
Led by research

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Being respectful - not going in negatively, focus on positives
Constructive - drive quality, share practice and resource
Realistic - Stick to the sample
Evidence based findings - Supportive not speculative
Confidentiality - being open and honest
Ground rules - system won't work without it