# data[].attributes.body
This is the form for opting out. If the apprentice wishes to opt out of Cognassist, please have them fill out this form. This should be signed by both the development coach and the apprentice. The development coach should then add this to the Bud learner overview. Please include the date the learner opted out in your message. Then exempt all the Cognassist activities on Bud. Lastly please email Dawn and Ernie stating the learner has opted out so that they can then remove the apprentice off the Cognassist program.

# data[].attributes.body
This form is used to collect feedback from apprentices after they have completed their monthly Cognassist modules. The questions will be applied to each module they have completed. This is the information I and Ernie include in their Cognassist intervention reports. It assists us in determining what the learner has learnt, how they have or plan to implement it, and what impact this has had.

# data[].attributes.attachment_link.title
CognAssist Feedback Structure TC 16.9.22 (1)

# data[].attributes.headline
Discussing Cognassist assessment to learners

# data[].attributes.subject
Discussing Cognassist assessment to learners

# data[].attributes.body
Here are some details regarding Cognassist. You can use this to explain Cognassist to your students, but it's also an excellent resource for your students to read to gain a better grasp of what the cognassist assessment is and how it works.

# data[].attributes.headline
How to support Neurodiverse learners handbook

# data[].attributes.subject
How to support Neurodiverse learners handbook

# data[].attributes.body
A guide to cognition, neurodiversity and the eight key cognitive domains that can unlock learning potential.

# data[].attributes.attachment_link.title
How to support Neurodiverse learners Handbook (1)

# data[].attributes.headline
How to support neurodiverse employees handbook

# data[].attributes.subject
How to support neurodiverse employees handbook

# data[].attributes.body
A guide to cognitive differences, understanding neurodiversity and breaking down barriers in the workplace.

# data[].attributes.body
A handbook with tips to increase learner confidence, improve engagement and stop drop out

# data[].attributes.headline
How to understand and safeguard your learners’ needs from day one.

# data[].attributes.subject
How to understand and safeguard your learners’ needs from day one.

# data[].attributes.body
When it comes to providing a quality experience for learners, training providers are obligated to use reasonable care and diligence. This requirement comes from a legal precedent, one laid forth in the Equality Act 2010.

The Education Inspection Framework was adopted in 2015, and it required Ofsted to include the requirements of the Equality Act 2010 and the Personal, Social, and Emotional Development (PSED), including learning needs. Ofsted highlights the need for an ambitious curriculum that fulfils the expectations of learners with SEND.

This is an excellent booklet to read if you want to understand our responsibility to identify and safeguard the needs of learners throughout their learning journey, beginning on day one.

It covers:

Your responsibilities: Constructive Knowledge

Understanding your learners’ needs and strengths

3 reasons why initial assessment matters:
#1 The Equality Act 2010
#2 The Education Inspection Framework
#3 Learner outcomes

# data[].attributes.attachment_link.title
How to understand and safeguard your learners needs - whitepaper

# data[].attributes.body
It is the responsibility of training providers to identify, apply for, and ensure the implementation of reasonable adjustments. That includes development coaches, as we are the ones that work closely with our ,earners and will understand their needs. We  have the responsibility to complete the reasonable Adjustment forms before they enter EPA.

This will be sent to our end-point assessment organisation. Once they have received it, it is then their  responsible of assessing applications for reasonable adjustments and ensuring that the adjustment are applied during the assessment.

# data[].attributes.body
DCs could utilise these slides to help students with ADHD. This will spark a conversation about how ADHD impacts your learner and how you can make changes to help the learner. This is also a good resource to share with employers so that they can help the learner in the workplace.

# data[].attributes.headline
An employer’s guide to ADHD in the workplace

# data[].attributes.subject
An employer’s guide to ADHD in the workplace

# data[].attributes.body
This is not something we currently use at the moment. It's a working progress.

# data[].attributes.headline
how to best support your adult learners 

# data[].attributes.subject
how to best support your adult learners 

# data[].attributes.body
How to understand the needs of your adult learners.

Best practice support for adult learners.

How to accurately demonstrate intent, implementation and impact to Ofsted.

How to build a learning journey with high impact support.

Best practices on AEB funding and evidencing.

# data[].attributes.body
The reference table provides an overview of specific rules Cognassist uses to write, build and design each strategy based on these eight domains. It's a quick reference point that you can use to support your learners who have been matched to one or more of the eight domains.

# data[].attributes.body
An overview of the various cognitive domains using case studies, along with some suggestions for supporting learners in coaching and classroom sessions.

# data[].attributes.headline
10 tips for teachers on creating an inclusive classroom

# data[].attributes.subject
10 tips for teachers on creating an inclusive classroom

# data[].attributes.body
This blog provides some great suggestions for modifying lessons to accommodate students with SEN.

# data[].attributes.attachment_link.description
An inclusive classroom is a place where every child has an equal chance of learning, regardless of whether they have a disability or special need. Find out what are the top methods for teachers to create a socially inclusive classroom at school.

# data[].attributes.attachment_link.readable_text
Your cookie preferences

In order to provide you with the best possible experience on the LifeSkills website we use cookies and similar technology to collect data from your device and browser while you are here. Collecting this data helps us to personalise content for you, understand how you use the website, allow access to social media features and deliver personalised service and advert message content. You can find out more in our Cookie Policy. Please select 'Accept all' to consent to us collecting your data in this way. To see other data collection options, select 'Manage data preferences'.

Your cookie preferences

The types of similar technologies used in this website fall into one of four categories - Strictly Necessary, Performance, Functionality & Profile and Targeting. You can find out more information in our Cookie Policy.

Please indicate the categories you wish to consent to by selecting 'Manage data preferences' and using the sliders below and then click "Save preferences" to retain your preferences for future visits. You can change these preferences at any time by clicking Cookie Policy on our website.

# data[].attributes.attachment_link.description
Your cookie preferences In order to provide you with the best possible experience on the LifeSkills website we use cookies and similar technology to collect data from your device and browser while you are here. Collecting this data helps us to personalise content for you, understand how you use the website, allow access to social media features and deliver personalised service and advert message content.

# data[].attributes.body
Ideas for following up on what the learner learnt during their cognitive intervention and how to start a conversation about this in your coaching calls. If you go to learner support on Bud, you can download their intervention report, showing you what they completed that month. However, there should be a message stating what the learner has completed without having to open this report "the learner completed