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Initial assessment and induction

Initial assessment and induction. Train to Gain Provider Support Programme October 2007. What we’re about today. IAG. Induction. Initial assessment. ILP. SAR links (see Guidance). KQ2 How effective are teaching, training and learning? 2.3 Planning of learning

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Initial assessment and induction

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  1. Initial assessment and induction Train to Gain Provider Support Programme October 2007

  2. What we’re about today IAG Induction Initial assessment ILP

  3. SAR links (see Guidance) KQ2 How effective are teaching, training and learning? 2.3 Planning of learning 2.4 Suitability and rigour of [initial] assessment 2.5 Identification of . . . additional learning needs KQ4 How well are learners guided and supported? 4.1 Care, advice, guidance and support provided 4.2 Advice and guidance in relation to programmes

  4. Initial assessment

  5. In my beginning is my end.

  6. Selected works: The Love Song of J. Alfred Prufrock The Waste Land Murder in the Cathedral Four Quartets

  7. Purpose of initial assessment • Establish individual learners’ current capabilities • Take account of prior learning and experience • Identify learning support needed • Identify preferred learning methods • Inform the individual learning plan

  8. Establish learners’ current capabilities • What in? • What for? • How?

  9. Establish learners’ current capabilities • What in? • Occupational skills • Literacy and numeracy skills • What for? • Devise an appropriate learning route for each learner • Estimate the time it will take them to complete • How? • Skill scans • Screening/diagnostic assessments • Discussion

  10. Take account of prior learning and experience • What for? • How?

  11. Take account of prior learning and experience • What for? • Identify skills and knowledge already possessed • Devise the most efficient learning programme • Gather existing evidence • How? • Discussion • Records of work performance • Check accreditation

  12. Identify learning support needed • For what? • How?

  13. Identify learning support needed • For what? • Developing occupational skills/knowledge • Developing literacy and numeracy skills • Additional support needs, e.g. assistive technologies • How? • Skill scans and screening/diagnostic assessment • Discussion • Records of work performance

  14. Identify preferred learning methods • What for? • Incorporate appropriate methods in the trainng programme • Develop learning skills • How? • Learning styles assessment • Discussion

  15. Quality of your initial assessment • 2.3 Planning of learning • Bullet 1 • 2.4 Suitability and rigour of assessment • Bullet 1 • 2.5 Identification of additional learning needs • Bullet 1 • 4.1 Care, advice, guidance and support • Bullet 1

  16. Planning individual learning

  17. Purpose of ILP • Plan and record appropriate training and learning activities • List key dates • Completion • Reviews • Basis for monitoring progress • Record achievements

  18. Planning learning Results of initial assessment Design of learning programme ILP Action plans Action plans Action plans Action plans

  19. Information on the ILP • Employer/provider details • Information about the programme • NVQ • Training delivery • Results of initial or diagnostic assessments • Including APL • Key target dates • A schedule of dated progress reviews • Space to record changes • Signatures of learner and trainer

  20. Quality of your individual learning planning • 2.3 Planning of learning • Bullets 1, 2 and 3 • 2.4 Suitability and rigour of assessment • Bullets 2 and 3

  21. Induction

  22. Linked processes IAG Initial assessment Induction ILP

  23. Purpose of induction for learners • Know what the programme involves • Know what they have to do • Understand the benefits of completing • Understand the role of others • You – the provider • People in the workplace – supervisor, mentor

  24. What induction should include • A clear overview of the programme • Guidance on completing it successfully • An explanation of the quantity and type of work involved • An explanation of roles • Trainer, assessor, internal verifier • Workplace supervisor and/or mentor • Description of the key processes • Training, assessing, reviewing progress and verification • Completion date for the programme

  25. Quality of your induction • 4.1 Care, advice, guidance and support • Bullet 4

  26. Information, advice and guidance

  27. IAG timeline Start Middle End

  28. What learners should get Start Middle End • choice of programmes • selection process • career benefits progression routes

  29. Advice and guidance • Skills development • Support sustained employability • Achieve suitable qualifications • Have more rewarding lives and make a greater contribution to their communities • Learning • Learning support

  30. What it should do • Help learners settle quickly into their programmes • Inspire them to complete • Encourage them to continue learning

  31. Quality of your IAG • 4.2 Care, advice, guidance and support • Bullets 1 and 2

  32. Little Gidding, Northamptonshire What we call the beginning is often the end. And to make an end is to make a beginning. The end is where we start from. T.S. Eliot, Little Gidding (Four Quartets)

  33. Website mindset2000.com click on ‘members’ in menu bar user name: guest password: northeast

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