Planning and delivering an Ofsted regulated course

We recommend that a copy of the course plan is made available to your learners at the earliest opportunity. Please ensure that you use the Adult Learning Service template.

Course plans should include:

Outline of course details (course dates, name of tutor, venue and title of course) Specify course aims and SMART learning outcomes for the course – these should be the same as on the Course Information Sheet and ILPs.

Outline session content including notes on when British values can be promoted as appropriate.

Specify what forms of assessment will be used and when.

Identify when IAG will be provided and what this will include.

Key resources needed for each session (where appropriate).

Session Plan

Session plans, sometimes referred to as lesson plans, are a more detailed record of what the tutor plans to cover during the class. Their primary purpose is to enable the tutor to plan effectively although observers and inspectors may wish to see them when visiting a class.

The session plan is required for each session and should indicate how individual learning needs will be identified and catered for. A variety of teaching methods should be used to provide differentiation and to cater for different learning needs. The plan should show resources used and how learners’ progress and achievement will be assessed and recorded. To obtain an electronic version please contact Business Support.

Session plans should include:

Details of session date, times, name of tutor, venue, and title of course. Specify clear aim and SMART learning outcomes for the session.
Outline the session content and learner activity.
What resources will be needed for delivery of the session.
Demonstrate an appropriately paced session.
Where English, maths, ILT and British values are embedded where appropriate. Direction for teaching assistants or volunteers if used.
Planning for inclusion of all learners. Are individual learner needs identified? Is differentiation in place to allow for learners to be supported to achieve and to be stretched if more able?
Planning for appropriate assessment to identify the learning that is taking place, learners are understanding the course content and the tutor is able to identify how ALL learners are progressing to allow for appropriate support to be put in place where gaps are identified to give ALL learners the opportunity to achieve.
Allow for tutor evaluation/reflection and include space for tutor to record how the session went, identify learning needs to be addressed in future sessions and reflect on their teaching.
Be referenced to the adult core curriculum if appropriate.

Individual Learning Plans (ILPs)

Individual Learning Plans are a requirement for all courses 7 hours or longer to ensure that the RARPA process is followed effectively. ILPs are tailored to suit learner needs so please check with your curriculum coordinator for individual programme guidance on ILPs as these differ for each programme.

Individual Learning Plans (ILPs) should include evidence that:

Group outcomes are SMART, relevant to the content, level and duration of the course The learner has included at least one personal SMART outcome which is specific and appropriate to the course
Group and personal outcomes are signed off as they are achieved
A mid-course review has been completed on longer courses
The learner is encouraged to record his/her progress on a regular basis (at least every two weeks)
Learners’ comments are relevant and focus on skills/techniques learned The tutor’s formative comments are written to the learner (not about the learner) and the tutor’s handwriting is legible
The good practice tutor feedback comment gives clear guidance on what learners can do to improve their skills/knowledge
Aims are appropriate to an individual learner or group of learners
Initial assessment establishes the learner’s starting point
Appropriately challenging learning outcomes are identified
Recognise and record of progress and achievement during the course (formative assessment)
End of course information is completed and learners know how to progress

NEW Guidance on Adult Learning Branding

Whilst delivering a Northamptonshire Adult Learning course, please ensure that our branding is used. This is for consistency of delivery and to ensure that learners are aware that we are providing the course. Please ask your coordinator for the current branding guidelines and templates. Please ensure that:

- ID badges are worn during face to face delivery (this also supports our safeguarding policy).

- You have your name and job title visible when delivering online sessions. - You include reference to Adult Learning during your introduction.

- Key handouts and PowerPoint presentations contain the Adult Learning branding. - Branding from other colleges, learning providers or businesses is not found on handouts or presentations, unless used for referencing purposes and agreed with your line manager. - Content source is referenced as appropriate.

Induction and Initial Assessment

The first and second sessions of a course are particularly important because they enable a tutor to find out more about the learners’ individual needs and also ensure that the learners have an appropriate induction to the course. Induction and initial assessment are key aspects of the first and second stages of RARPA.

An induction checklist is provided in all course packs and tutors should ensure learners know about:

Health and Safety issues, including current guidelines on being COVID secure • Housekeeping and personal safety
The aims, outcomes and content of the course
Course dates
Resources and equipment required to participate in the course and if learners need to purchase these
Additional support such as hearing loops and information about dyslexia • The Learner Guide
Initial Assessment
The Individual Learning Plan (ILP)
Complaints / Compliments procedure
Tutor contact procedure
Learner responsibilities
Where to find information about keeping safe online

Curriculum co-ordinators can advise on appropriate curriculum specific initial assessments. After the initial assessment is undertaken, evidence should be kept in course folders and recorded on ILPs.

An effective initial assessment ensures that:

The learner is on the right type and level of learning programme
Learners’ previous experience and achievement are identified and used to improve their progress during the course
It identifies any additional learning support needs
It assesses, where appropriate, the learner’s basic and/or functional skills ability • Learners can be set appropriate SMART (specific, measurable, achievable, relevant, time bound) individual outcomes
Outcomes can be re-negotiated during a course once the tutor has secure knowledge of a learner’s starting point

Equality and Diversity in Teaching, Learning and Assessment

ALS has set out its expectations on how learners should be treated in its Equality and Diversity Policy.

Learners are entitled to expect:

Non-discriminatory behaviour and language in the learning environment • Teaching, learning and assessment that promote equality, support diversity and tackle discrimination, victimisation, harassment, stereotyping or bullying
Tutors to be aware of and plan for individual needs in teaching sessions and tackling under achievement where appropriate
Differentiated learning material and activities to meet learners’ individual needs
Diverse learning materials allowing learners to be part of the culturally diverse society we live in
Assessment techniques that provide all learners with the opportunity to gain credit for their knowledge, skills and achievements

Embedding an Understanding of British Values

Tutors are expected to actively promote British values in their courses. The four British values identified by the government are:

Democracy.
The rule of law.
Individual liberty.
Mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith.

If tutors pay close attention to the promotion of equality and diversity (see above) they will find many naturally occurring situations where an understanding of British values can be encouraged.

Some examples on how British values can be embedded in the curriculum.

Democracy

• Ensure learners have a voice through learner forums, the negotiation of ground rules, end of course feedback and the opportunity to negotiate their own individual outcomes • Embed activities and strategies to ensure that learners are involved in shaping how the session is run

The rule of law

• Consistently reinforce the importance of guidelines, laws or agreed rules whether these are for the class, the Adult Learning Service or for the country

Individual liberty

• Actively encourage learners to think about the kind of choices they make in their daily lives • Provide learners with a safe and secure environment that supports them to consider the right or wrong choices they might make

Mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith

• Respect needs to be reinforced and should be modelled by tutors, teaching assistants and learners alike

• Improve learners’ understanding of their place in a culturally diverse society by planning sessions which promote an awareness of cultural diversity through the use of resources, discussions and teacher led activities

Embedding English and maths in sessions

Tutors are expected to encourage learners to improve their English and maths if any learners have been identified as having a need to improve their basic skills. Learners on longer courses should be asked as part of initial assessment activities whether they have a grade C or grade 4 at GCSE or equivalent in English and maths (this is recorded on the ILP). Tutors should always ensure that learners at whatever level understand technical vocabulary used or are able to use mathematical calculations with confidence on practical courses such as dressmaking or wood work.

For those learners who do need help with basic English and maths tutors are required to:

Identify the English and maths skills learners need to achieve their learning goals
Monitor and review learners’ progress in the identified English and maths skills
Consider the development of learners’ English and maths skills when marking work Discuss with learners the importance of improving their English and maths as appropriate in the context of their learning goals
Provide appropriate information and advice on locally available English and maths courses to stimulate participation
Refer or signpost interested learners onto other suitable provision offered by the Learning for Life team.

Guidance for Delivering Online Learning

Current Virtual Learning Environments

The service currently uses Zoom and Google Classroom to deliver live teaching sessions, depending on the programme you are delivering on. Moodle can also be used as a central location for resources and interactive content such as quizzes.

The service also now has a YouTube account that could be used for pre-recorded videos. This is currently being trialled with short instruction videos. For further support on developing resources on Moodle or YouTube please contact David Lee on David.Lee@northnorthants.gov.uk

Names of staff and learners on the screen.

- Ensure that the name shared on the screen is your name followed by your job title or ‘Adult Learning’. For example, Joe Bloggs, Adult Learning Tutor. This ensures that learners know that you are a member of staff and what your role is.

- Check that those that you let in to the session are on the register. You may need to clarify names of learners as they enter on the first session.

- Remind learners to change their names on the screen. First names, or suitable nicknames is acceptable.

Recording of sessions

We do not currently record sessions, unless there is a specific reason for recording such as needing evidence for an accredited course. Recording of sessions should only be considered with permission from your programme manager.

All learners must be aware of the recording, how this will be used and need to give their permission.

Recordings must be stored in a secure location and must not be kept for longer than is necessary.

RARPA within online learning

It is still important to capture RARPA within online provision. Please check with your line manager for the programme ILPs and other RARPA evidence.

Etiquette

Consider how you let your learners into your virtual classroom and how learners may experience this.

It is good practice where possible to:

Put a message in the ‘waiting area’ of the session if you are not letting in learners as soon as they log in.
Greet learners as they come into the session.
Check that everyone can see and hear ok before you start. This can be done using a ‘thumbs up’ from everyone, or functions such as emoticons could be used within the VLE if available.

Ground rules: As part of your induction within your online session, it is important to acknowledge some basic ground rules for your online session. Please check with your line manager for programme specific guidelines.

Muting microphones: it is important for background noise to be limited to ensure that all learners can hear and understand what you are saying as a tutor. The standard guidance for this is for learners to mute themselves when not speaking.

Pariticipation: Identify the most effective ways for learners to participate in a conversation. You may decide on different options depending on the activity that you are delivering.

General group discussion. – as with face to face. This may work well with small groups or in break out rooms to get a conversation going around the subject area.
Use the chat function – it may be easier for learners to use the chat function to ask questions as you go through the session so that these can be addressed at an appropriate time. Please remember to check the chat while you are delivering.
Raise hands - using the ‘raise hands’ function in the virtual platform, or asking learners to give another signal if they would like to speak can be an option to make sure that everyone has their say. It is important to make sure that you can see all learners to monitor this.

Online safety information for induction

It is important for all of our learners to have an understanding of how to keep themselves (and their families where appropriate) safe whilst online, including whilst partaking in an online course. Please share the Northamptonshire Adult Learning information leaflet on online safety with all learners. This is available on the website and on Moodle (if you do not have a copy of this please contact your line manager).

Further developments and guidance will be circulated throughout the year as they occur.

Recognising and Recording Progress and Achievement (RARPA)

The six stepped process of RARPA is the quality standard used on all non-accredited provision. It is a requirement for the ESFA funding that the service receives. RARPA should be learner-centred and flexible and enables the learner to learn effectively. The six stage process and examples of evidence we expect to support it are in the table below.

Step What it means Examples of Evidence (This is not an exhaustive list)

1. Aim(s) appropriate to an individual or group of learners

2. Initial assessment to establish the learner’s starting point

3. Identification of

appropriately

challenging learning

outcomes (initial,

negotiated, revised)

4. Formative feedback and recognition of progress during the programme.

5. End - of - programme learner self-assessment; tutor summative

assessment; review of overall progress and

achievement

Clearly stated learning aims for all programmes ensures that the intent of the course is clear.

Tutors and learners have a good awareness of their starting point to allow for learner centred planning and delivery and to be able to measure progress.

Clearly stated and suitably

challenging outcomes for all

programmes, and wherever

appropriate for each learner to allow for the learner to achieve the best they can.

Tutor feedback to learners to help them to understand how they are progressing and what they need to do to improve.

Identification of learners’ developing knowledge, skills and behaviour.

Formative feedback to learners supports the development of reflection and the setting of challenging learning objectives.

A measurement of progress from the starting point. This may be new or developed skills, behaviours, attitudes or confidence.

This can be identified by both learners and the tutor.

Learning outcomes should be revisited to recognise achievement of intent.

Course information sheets Brochure

Course outlines / course plans

Records of initial assessments ILPs

Noted in session plan

Initial assessments

ILPs

Records of discussions with learners

Session plan evaluations

ILPs

Assessed work

Learners’ work including photographs, artefacts,

audiotapes, videos

Session plan evaluations Padlet boards

Learner end of course reviews ILPs

Assessed work

Assessment activities

Assessment activity on session plan.

Class profiles

Tutor end of course reviews IQA reports

Certificates

6. Next Steps

Appropriate group or individual information, advice and guidance is given to support learners to progress.

Progression Information Sheet on subject

Progression Information Sheet on whole service

ILP feedback

Session plan evaluations Group IAG planned into the course (where relevant)

Evidence to support the RARPA process will vary between programme and subject areas. Please speak with your curriculum coordinator if you would like any support in understanding what is needed for RARPA further.

The expected RARPA evidence also varies depending on the length of the course you are delivering. All course lengths will have an expectation that the RARPA process will be followed, although for shorter courses, the expected paperwork is reduced to reflect the amount of learning time. Please see below the key variations on RARPA expectations for sessions less than 7 hours.

Single sessions – 2 hours or less

Outcomes 2 outcomes for session.

100%

achievement

required to pass.

No personal

outcomes

recorded (but

may be

discussed.)

Single sessions - more than 2 hours

4 outcomes for the session.

100%

achievement required to pass. Personal

outcomes

discussed.

Multiple

sessions up to 7 hours

4 outcomes for the course. 75%

achievement required to

pass.

Personal

outcomes

discussed and noted

centrally.

Multiple

sessions more than 7 hours

4 outcomes for the course.

75%

achievement

required to pass. Personal

outcomes

recorded on

ILPs.

Outcomes should be reviewed

throughout the course and can be negotiated and adapted as required.

Formative feedback and ILPs.

No ILP required.

Basic formative assessment

planned in to

session at least once. Feedback can be verbal and should be

appropriate for the subject area. This can be

recorded on the session plan.

Group ILP or tutor record should be used as appropriate to subject and length of course (this can be in a format suitable for the subject and curriculum area, for example Padlet can be used, or a post it note activity). Individual short ILPs optional if preferred.

Basic Formative assessment should be planned into the session(s) and recorded on the session plan.

Feedback to

be given to

learner

individually at

least once as

appropriate to

the

programme

and subject

area.

Individual

Learning Plans (ILPs) should be used to support learner reflection on all multi

session courses over 7 hours.

Tutors are

expected to

provide

comments to learners at least every 2 weeks.

Initial

assessment

should be

recorded on ILPs

Next Steps

Signposting given to future courses – planned in session plan. Link to progression sheet given to learners.

Subject specific sheet given to learners where relevant

Tutors should plan in discussing progression opportunities where appropriate.

NCS group IAG session should be offered as

appropriate.

Tutors should

plan in

discussing

progression

opportunities and signposting.