DOCUMENT RESUME

ED 392 958 CE 071 105

AUTHOR Green, Muriel TITLE Action Planning and Recording Achievement. INSTITUTION Further Education Development Agency, London (). REPORT NO ISBN-1-85338-407-0 PUB DATE Dec 95 NOTE 16p. AVAILABLE FROM Further Education Development Agency, Citadel Place, Tinworth Street, London SEll 5EH. England, United Kingdom (3.50 British pounds). PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Foreign Countries; Postsecondary Education; *Recordkeeping; *Student Certification; *Student Records; Technical Institutes; Vocational Education IDENTIFIERS *Action Plans; *National Record of Achievement (United Kingdom)

ABSTRACT This document examines strategies and procedures that British further education (FE) colleges can use to develop and enhance systems and structures for guiding and supporting learners and learning. It is based on the findings of a field test of the Managing Learning model for planning and recording the process of FE students. First, the importance of auditing existing programs is emphasized. The contribution that processes for recording achievement can make to quality assurance is discussed along with ways in which individual action plans (IAPs) and National Records of Achievement (NRAs) can inform and enhance entry services. Evidence for using action planning and recording achievement to support learning is presented along with a procedure for their use in providing a focus for tutorial support. Guidelines for recording evidence of achievement in an NRA and using IAPs and NRAs to facilitate transition are listed. The appendix contains a flowchart illustrating the proposed process of managing learning through regular planning and review. (Contains lists of acknowledgements and useful documents.) (MN)

Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************). ************ AI

U S DEPARTMENT OFEDUCATION (Ace of Educational Research andImprovement EDUCATIONAL RESOJRCESINFORMATION CENTER (ERIC) "PERMISSION TO REPRODUCE THIS (2is document has oeen reproduced as MATERIAL HAS BEEN GRANTED BY received from the person or organization originating it 0 Minor chanops rine beenmade AO December1995 frnprovn roorochfCtion Quality Poo's ot vona or op monsstated in this document ao not necessarilyrepresent official OERI positior or policy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)"

MURIEL GREEN Action planning and recording achievement Colleges are giving a higher priority to the individual learner in response to curriculum change and the require- ments of the Further Education Fund- ing Council (FEFC). This involves the provision of guidance and support CONTENTS to enable individuals to make in- formed decisions about their edu- AUDITING EXISTING cation, manage their learning, remain PROVISION 2 on programme and achieve their primary learning goal. CONTRIBUTING TO QUALITY ASSURANCE 3 Individual action plans (IAPs) and records of achievement (RoAs) are INFORMING AND tools which can be used to promote ENHANCING ENTRY effective guidance and support at all SERVICES 4 stages in the learner pathway. Managing Learning (FEU, 1993) SUPPORTING LEARNING6 described a system for managing the process from entry through to exit A FOCUS FOR TUTORIAL (see Appendix). SUPPORT 7 The system proposed in Managing EVIDENCE OF Learning was trialled by colleges and ACHIEVEMENT 8 their experiences analysed. Drawing on that experience, this publication USING NRAs TO SUPPORT provides insights into theways in TRANSITION 10 which colleges can develop and enhance systems and structures ACKNOWLEDGEMENTS 12 which guide and support learners and learning. APPENDIX 14 This publication: The college has had a process of review, reiterates the importance of auditing target setting, guidance and support for many years, albeit in an informal way. existing provision Managing Learning has helped us to review and tighten our tutorial procedures shows how the outcomes of recording and a college policy has been clearty achievement processes can contribute to defined. quality assurance The evaluation of the RoA system and outlines the ways in which individual process took account of the views of action plans (IAPs) and National personal tutors, subject lecturers and Records of Achievement (NRAs) can students in A-level, GCSE and BTEC inform and enhance entry services programmes. Questionnaires were produced and circulated via the cross- advocates a role for action planning and college working group. The results of the recording achievement in supporting evaluation were presented and discussed by senior management along with a learning report from the Head of Student Services which highlighted a number of issues and describes the way in which action made recommendations. planning and recording achievement can provide a focus for tutorial support An internal audit can be a simple and identifies how evidence of achievement effective way of informing development. can be recorded in the NRA Colleges will need to measure existing practice using a simple but clear audit offers guidance on the ways in which tool. This should involve a range of IAPs and NRAs can be used to help staff, who have been thoroughly briefed. transition In auditing current provision, colleges will need to: Auditing existing establish a clear and simple framework through which to review and evaluate provision existing provision Many colleges introduced systems for provide opportunities for all those action planning and recording involved to understand and prepare for achievement through the Training and their role in the process Vocational Education Initiative (TVEI). These were likely to have been piloted identify and use existing good practice in particular curriculum areas rather to inform or enhance a collaborative than throughout the college. Where policy for the whole institution college-wide systems exist, they are likely to be restricted to full-time establish where-and-why structures, students. systems and processes which have been effective as a basis for devising codes of Project colleges were encouraged to practice and setting out quality standards audit, review and evaluate their practice in the light of the model in use evidence gathered through internal Managing Learning. This helped colleges audit to inform planning for whole- identify strengths and weaknesses in college implementation to ensure their systems and identify staff skills consistency in the quality of services to and professional development needs. learners These were the basis for planning to extend and enhance the quality of maintain a cycle of review, evaluation services offered to learners. and target setting to ensure continuing development ot quality services twv, " Contributing to Although student/tutor reviews can provide evidence which indicates the quality assurance extent to which the curriculum is supporting effective learning, formal Many colleges use student satisfaction procedures need to be set up to enable questionnaires among their strategies to such evidence to have an effect on measure the quality of their provision. curriculum development. However, they recognise that such intelligence is not always used to good For example, where a number of effect in influencing change. students on an Intermediate GNVQ indicate, in their first individual tutor Colleges trialling the Managing Learning review session, that they are having model recognised the ways in which difficulty in understanding the feedback from regular one-to-one assessment and grading regime, the review meetings between tutors and tutor will need to find a solution to the students could contribute to the quality problem. Any solution at this stage is debate and inform quality assurance likely to be bolt-on and where procedures. Some set up formal structures exist for regular student structures to enable groups of tutors to feedback to inform curriculum meet with managers to consider the planning, long-term solutions can be evidence and use it as a basis for found. curriculum planning. In this particular case, a short-term As part of a re-organisation of the solution may be some re-allocation of college staff structure, the post of tutorial time to work with small groups, student care manager was created. A helping them to reach a better number of these were appointed with understanding; in the long term, the each being responsible for a group of course manager and others could tutors. This was seen as a positive develop both a programme handbook development by tutors as it made it and an enhanced induction programme easier to deal with issues about for the next intake of students. It could curriculum delivery brought up by indicate a need to regularly discuss students. The student care managers report to the head of division. assessment evidence in relation to grading and to support students with The interviews with staff also identified the development of their portfolios. the need to provide tutors with ongoing Curriculum models accommodating training and development and the need such arrangements could include two to get the sequence and timing of hc rs flexible learning timetabled each learning programme reviews, student week with the tutor, or six weeks tutor reviews and parents evenings right. timetabled delivery sessions, followed by one week of support activities, A summary course report and action plan including review, target setting and was produced at the end of the academic support for portfolio preparation. year or programme for the head of school who could extract key themes for Colleges wanting to use the outcomes the academic board and other relevant of individual student reviews to points to staff responsible for marketing, contribute to quality assurance will student services, etc. need to: We have learnt to accept and encourage feedback from trainees, on both the recognise the purpose and benefits of content and style of delivery of the individual reviews for students, training programme. Their input is teachers and the institution valuable as a measure of both learning taking place and of the effectiveness of provide structures and support for a the training programme. Feedbackcan quality involving both students and be used as a basis for planning. teachers review process

4,1,^ 4", I 44cl- offer a mechanism by which tutors and The Managing Learning process has programme teams can consider the affected the admissions system. outcomes of individual reviews Admissions interviews will be carried out from a whole-college perspective (rather establish structures and systems that than a course or departmental one) and enable the outcomes of student reviews are viewed in the context of entitlement. to inform the further development of Part of the college's guarantee to teaching, learning, guidance and students is a minimum quality of support at programme team and guidance and counselling at the admissions interview. Every full-time institutional level applicant should get a half-hour interview in which the NRA is considered and an action plan produced, regardless of whether the student eventually attends Informing and this college or elsewhere.

enhancing entry The college seeks to build on school leavers' NRAs and aims to carry the services recording process forward through rollege and into HE and employment. The key purpose of all entry services is This has implications for publicity to guide learners toward, and place materials and what staff involved in them in, the most appropriate learning school liaison say to potential applicants programme in the light of their about the kind of guidance and tutorial support they can expect from the college. experience and needs. The quality of decisions made will depend on the The summary document does indeed information available about both the provide much more information about the learner and the provision. individual and the achievements gained than the traditional school reference. The Learners who have had experience of NRA provides an attractive, uniform action planning and recording format, the contents are explicit, well laid achievement should have developed a out and the inclusion of an action plan more realistic understanding of their has proved to be of great value. own capabilities, as well as skills in decision making. Effective guidance During the course of the year we began and selection interviews need to draw discussions with two schools about using on this experience to identify for each the NRA as a basis for offering firm places learner an accurate base line and on college courses, as opposed to the appropriate next steps. previous practice whereby places would only be offered provisionally, pending GCSE results. We reasoned that if the Evidence, such as career action plans, NRA was sufficiently accurate and training plans, NRAs and portfolios of informative then it could be a vehicle for evidence can all help establish the progression. We identified five factors learner's starting point and inform the English and Mathematical ability, initial assessment process. Managing motivation, organisational ability, Learning suggests that 'Student learning, and potential which could be recruitment staff base interviews on used as a framework for admission to FE existing RoAs and help students form programmes. action plans'.

Project colleges established a policy to Colleges can benefit from liaising with invite potential students to bring the partner institutions about the content NRA to admissions interviews. and timing of records, so that they are available to support initial guidance and selection interviews. The NRA will be most useful when the students have been helped to use it selectively and appropriately. Skilled interviewer,' will then be able to look at the requirements evidence of achievement in National of a particular learning programme, Curriculum Maths and English, and FE along with evidence of achievement staff are able to interpret and use the from the NRA to prompt discussion information, it should be possible to use with the student leading to an informed the completed NRA in the induction decision about their learning goal and processes to identify where learners learning programme. This initial may need support. assessment and guidance can play an important role in the early development For example, a course tutor for the of the individual's learning agreement. BTEC National in Production Engineering may see from NRAs Obtaining a good match between the brought to induction, that five young learner's interests and abilities and the people were each awarded grade C requirements of a particular learning from the higher tier GCSE paper; they programme is a key aim of a selection will recognise that these students will or a placement interview. Colleges need have done number, basic geometry, to identify clearly the range of trigonometry and algebra and will have opportunities available, provide details manipulated formulae, whereas those of teaching, learning and assessment who were awarded grade C from the associated with different programmes, intermediate tier examination will have and possible progression routes. had a more limited experience of the Explicit entry criteria will be helpful to same subjects. Liaison with partner both admissions staff and to potential schools could ensure that a summary of students. the students' achievements in key areas of experience are included in the record. For example, students wishing to follow Students could be encouraged to bring an Intermediate GNVQ programme in examples of relevant work, in algebra Health & Social Care in one college are for example, in their portfolio. asked to provide evidence of a commitment to study, an interest in Colleges which want to enhance the looking after other people and a level of quality of entry services will need to: competence in English and Maths. Evidence that a candidate meets the liaise with partner institutions to ensure entry criteria could be presented the availability of appropriate evidence through their NRA; a personal of achievement when it can inform statement that confirms regular initial assessment of learners at entry attendance at school, a commitment to GCSE course work in a number of make explicit the entry requirements for subjects, an enthusiasm for team games, learning programmes out of school responsibilities for younger children in the family, regular train guidance and admissions staff to baby-sitting jobs and a desire to follow prepare them to use the NRA a career in a caring profession. This selectively and appropriately to could be supported by a school enhance the quality of interviews achievements page providing evidence of a conscientious approach to work in ensure that college staff involved in the all subjects, as well as a summary of delivery of entry services are aware of achievement in National Curriculum the changes in the curriculum at KS4 Maths and English indicating theyare and are prepared to respond to the Y:," likely to get GCSE Grade D in these implications for progression subjects. induction programmes draw on the Many colleges are screening all full-time NRA to help clarify details of the learners at entry to identify levels of individual learning programme literacy and nurneracy so that helpcan be offered if needed. Where partner institutions recognise the value of-

'W^ Supporting learning Colleges require teaching staff to engage in a process of one-to-one reviews with Managing Learning promotes the sharing students in their normal teaching time. Information from these sessions is then of learning targets with learners. The passed on to the tutor by the teacher so model involves the teacher in: that it is available prior to the student/tutor planning and review explaining to students what they IN ill be meeting. Some teachers do not like to learning and how they will go about it adapt teaching and learning styles that enable them to do this. formulating specific and precise learning targets ensuring that students understand what they need to learn and Altho action planning document- how it is assessed ation provides students with an opportunity to record learning objectives providing comments, marks or grades and their plans to achieve them, many so that learners have a good students see little value in completing understanding of whether they are pro formas as a group activity at the making suitable progress, or any start of a new piece of work. It is impor- problems need to be remedied tant to remember that while action plans are a tool to sustain and enhance good Although project colleges made some practice, it is the dialogue that informs progress in this area, it was clear that the guidance and support for learning there is a need for much development that is crucial. in this aspect of the process. It is impor- tant that groups of students understand Assessing Achievement (FEFC, 1993) the structure of their learning pro- confirms the need for teachers to share gramme, the aims of individual lessons learning objectives with learners, assess and have realistic, achievable and achievement of the agreed aims, regularly measurable learning targets set for whole inform learners of their progress and classes, small groups or individuals, as record achievements and identify new appropriate. It is equally important that targets. Students reported that, where teachers and students make judgements this had happened, they very much about progress made toward the valued the opportunity to discuss learn- achievement of targets and that regular ing goals and receive feedback on their feedback is given. Feedback may be a performance. combination of oral and written communication, but it should always Colleges wishing to use action planning recognise what has been achieved and and recording achievement to support givo practical guidance that will enable learning will need to: the learner to plan to progress with their learning. ensure that learners receive written information on the structure of the As part of the quality system, staff learning programme, teaching and produce schemes of work which are learning methods and modes of available to the students, so that they are assessment and check that it has been aware of what the course with respect to understood topic and assessment. Comments and grades are fed back regularly to the confirm learning objectives of lessons, students by individual subject teachers practical tasks and written work outlining progress, problem areas and weaknesses and suggested ways of help individual learners set realistic, improving. Action plans are used to measurable targets that enable them to identify ways forward. These are ongoing make progress toward identified and kept by the student and are regularly updated and checked by both subject learning goals lecturers and course tutors. share the criteria against which learning will be judged offer regular oral and written feedback We used `supertutors', staff who did not which recognises what has been learnt teach at all but were committed and skilled in tutoring functions. `Supertutors' and what still needs to be learnt had about 50 learners to support and worked with groups and individuals.

The evaluation revealed that students A focus for tutorial found it useful to be able to talk things through with a member of staff who was support personally interested in them and could offer help, advice, support and re- The Managing Learning model gives the assurance. Staff valued it because they personal tutor a central role in the had planned and structured opportunities process. 'Whatever structure is adopted, to dis(is progress with individual the core of the personal tutor s function student. Subject lecturers felt supported is managerial: to help students monitor by it, and it provided staff with a means of their progress, deal with difficulties, getting feedback on courses. and develop skills to do this for themselves.' Project colleges trialling Getting the subject reports beforehand is the model were all able to arrange dates useful. Students need a lot of help in for student/tutor review sessions, but preparing for tutorials. An interim sum- the frequency and length of these mary RoA can be valuable in helping them varied. think about what they have done over the year and set targets. Most project colleges reported that a termly review was adequate for most A major difficulty faced by tutors was students, providing additional support gathering information about a student's could be made available in response to performance from each of that student's need. Almost all made provision for 20- subject lecturers. Some subject lecturers were reluctant to share information and minute review sessions, but there were sometimes unwilling to complete pro formas situations where students and staff said which could be forwarded to tutors, or to that they would have liked more time. make comments on the action plan. With up to 25 students in some tutor groups, having regular one-to-one Clearly, subject lecturers would need to sessions has significant resource set learning targets and establish implications. expectations of acceptable performance for students; what role did the tutor play We case loaded peronal tutors...tutors in setting targets, particularly if the tutor (. was not a specialist in the vocational area full-time students had a case load of 24 concerned? Was it to establish more learners with an allocation of prescribed general targets, perhaps in terms of study and non-prescribed time. The allocation of skills, or to encourage more systematic prescribed time was worked out as5 reflection by mediating feedback from all minutes x number of learnersx number of lecturers? weeks, with non-prescribed time allocated according to the same formula. In this context, case loading offered a total of144 Individual tutorial reviews work best hours in which to tutor 24 students. when they are supported by evidence of Prescribed time was used for timetabled achievement and targets which have group and individual tutorial sessions, been set in curriculum areas. Managing while non-prescribed timewas used for the dynamic between the roles and preparation and support activitiesas well as non-scheduled individual interviews (in responsibilities of personal tutors and response to need). subject or module staff is therefore important.

Many colleges have produced job descriptions for tutors as well as minimum standards, codes of practice and guidelines. All of these set out

6 clearly the roles and responsibilities of Evidence of the tutor. It is important that such documentation is accessible to tutors achievement and that, where appropriate, it is used as a working guide to good practice for A key function of the Managing Learning all concerned. Teachers and students process is gathering evidence of achieve- must also be clear about their roles and ment. To some extent, this evidence responsibilities in relation to individual may be similar to that of formal qualifi- reviews so that they can be proactive in cations. However, as more flexible, preparing for them. unitised provision becomes the norm, the recording of ongoing achievement In-service training which offers staff assumes greater importance. opportunities to learn about and develop open questioning techniques, Students who are working toward active listening skills, summarising qualifications in competence-based skills, etc. will ensure a better quality schemes will be encouraged to maintain review with more meaningful comprehensive records of their achieve- outcomes. Some colleges offer ments. These can provide an important accreditation for tutors through focus for discussion with teachers and different agencies and schemes, tutors in both lectures and tutorials. including Open College Networks. However, it remains important for the tutor, in individual tutorials, to help the Once staff are clear about their roles student look at the detailed evidence of and are feeling comfortable and performance and draw out the key confident in their ability to carry it out strands of their learning. efficiently, they will need to work to achieve set tasks to a schedule. The one-to-one discussion that enables the student to summarise achievement Colleges wishing to en'lance the tutor's will enable them to develop an accurate role in supporting learners will need to: view of strengths and weaknesses. Practice in articulating experience and clarify and confirm the aims and achieve-ment will bolster confidence purposes of individual reviews with and increase motivation. It is therefore subject teachers, tutors and students important that students are encouraged to make interim summaries of their ensure that tutors are prepared for their achievements as they progress. role in supporting individual reviews through codes of practice, quality When students are following non- standards and guidelines competence-based programmes, the tutor may want to encourage them to confirm and clarify the role of subject identify achievements .n terms of staff in contributing to effective experiences and skills that will enable individual reviews them to be successful in the different areas of the learning programme. For support the professional development example, an A-level student could be of staff to enable them to develop encouraged to think about, discuss and necessary skills look at evidence of their ability to synthesise information from a range of establish structures for one-to-one sources. review sessions which incorporate feedback from curriculum areas Managing Learning recognises the summary document as being distilled publish a timetable for individual from detailed written records kept reviews during the planning and reviewing process. It has two functions:

.t.19vp.r4Isrk.filpom,,, rthorld ficrAtion_,E)rnielionrrxrnIt. it explains the student's achievement to appropriate timescale, and the resources others. Employers and HE admissions thatwill be required. tutors want to know what achieve- ments, skills and personal qualities an A schedule of tutorial support will need applicant possesses in addition to their to include sessions dedicated to the qualifications. The RoA provides this compilation of NRAs so that, perhaps, information whole-group sessions are used to provide information and involve it helps the student to recognise what students in sharing experiences and they have achieved. This bolsters their ideas, supported by individual confidence, which in turn enhances guidance interviews. This level and their performance in employment or kind of support, along with written further studies guidelines for students and tutors, will enable students to prepare valid and Colleges involved in the project reliable summaries of their achievements. encouraged students to prepare summative documents. NRAs will need to be available to students as they begin to summarise their achievements. In some cases, Itisessential that the information included students may have used their NRA in the NRA is honest and verifiable. The regularly throughout the learning pro- personal statement is the student's sole gramme, updating it after each review. responsibility, however; the qualifications Where this has not been the case, 16-19 and other achievements are monitored by year olds will need to be encouraged to staff wno need evidence of such achievement, and by the student services bring in NRAs issued at school. NRAs unit to verify exam results. can, of course, be ordered from the National Council for Vocational Qualifications (NCVQ) for students The student compiles the document along who have not progressed from school with the tutor who ensures quality or government-funded training schemes, standards are maintained. The document is produced on a PC and is standardised although cost is obviously an issue. across the college. The Department for Education and Employment records indicate that Students draft and update personal (based on numbers ordered) over 80% statements periodically and have them of school leavers are issued with an prepared for use in HE and employment NRA. Colleges can therefore assume interviews. All summative documents have been completed by April/May of the that most 16-19 year olds will have one. student's final year. HowPver, the contents may vary. Some schools will have used all the NRA standard sheets, others will have used We have adopted a software package to their own. Regardless of how record and drive the action planning summaries were presented at entry, it is process. Each student is supplied with likely that all pages will need to be their own disc and instruction booklet. We updated and more pages added. The think the system will be attractive to NRA standard sheets include: personal students; it will give them ownership of their action plan. Print outs can be taken details, personal statement, qualifi- to reviews. A further advantage is that it cations and credits, achievements and will print a student's summary record on experiences, employment history, official stationary. individual action plan, achievements in education, attendance rate and continuation sheets. All are available Planning for the production of from NCVQ. Written guidelines for sumrnative documents must take students and tutors will help in the account of both the processes that selection, summarising and recording of support the student in recognising and evidence of achievements. recording significant achievement, in an The availability of IT facilities is such Using NRAs to that many colleges now encourage students to prepare much of the sum- support transition mative documentation for themselves. A range of software is available to NRAs can play an important part in support this activity and the National preparing students for transition. It can Council for Educational Technology has be used to influence discussions about produced Using IT to Record Achievement possible choices post FE. When an in Colleges t)j. Further Education (1993), informed choice has been made, the which includes information that enables student can draw on different sections readers to compare and contrast some of the NRA to complete application of the different packages available. There forms, write letters of application and is an issue about the extent to which the prepare for interview. summative document is word processed or whether it is appropriate for the Project colleges were able to support personal statement to be handwritten. students in the development of Colleges can, of course, consult likely summative documents and some were end users on this and other NRA issues able to use documentation internally to by exploiting opportunities offered inform pre-exit guidance and/or the through employer advisory groups, preparation of references. work experience providers, HE compact members and local networks. Tutor guidance was considered crucial for helping students make the most of RoAs Although the summative document is when making UCAS applications. Written the property of the student and contains records helped staff write references and summaries of what the student has students complete personal statements experienced, learned and can do, it is a for UCAS applications. record of the opportunities offered by the institution. It is, therefore, in every- one's interest that the document is an A factor that has helped to promote the process is the benefits and advantages accurate portrait of the student and pro- that the NRA can afford at an interview vides evidence of their personal, social with an employer, HE or FE. The UCAS and academic achievements. Colleges application form asks students to indicate will want to make decisions about the whether they have a post-16 RoA. extent to which they attempt to influence However, managers and staff at the or dictate the content of particular centre are not yet fully convinced that the sections of the record, including the use NRA is sufficiently recognised and of English, spelling and so on. understood by interviewers.

In preparing to issue NRAs to students Some tutors reported that students who colleges will need to: were able to draw on their NRA felt more confident about completing the UCAS consult and work with end users to application. inform college policy

ensure that college policy and codes of HE admissions tutors reported that the quality of applications has improved quite practice define systems and processes markedly during the past two years. that enable tutors and students to Students completing the further recognise, summarise and record a information section on the UCAS form range of evidence of achievements were showing a noticeable improvement in the quality of presentation and the offer students access to NRA folders evidence offered in this section. and NRA standard pages Statements tended to be much more reflective. guide and support students in the preparation of a valid and reliable record of their achievetnents

__PAGE 140. .A1f11FIRER Anmc,_ hirthe,r,F,flitcntIon Povelorwmpot Preparation for transition can begin far Where they have had regular review in advance of a leaving date and the .sessions with a tutor and a practice NRA can play an important role in interview they are more likely to be supporting the process. As students relaxed and articulate in an interview. draft their summative personal Having relevant evidence of their statement, they are analysing and achievements, attractively packaged in describing their personal strengths, the NRA, may well give them that extra weaknesses and aspirations so :hat they confidence needed to present their case. are supported in formulating an accurate self image. The document can Many tutors and students have be used to inform pre-exit guidance so indicated frustration at the perceived that decisions about possible routes hick of interest shown in the NRA by post FE are based on a realistic under- both employers and by HE. Clearly standing of their capabilities and areas much can be done with the document of interest. This can be helpful in internally to prepare students better for deciding whether to progress to moving on. There are also strategies employment or to HE. In either case, it that can be employed to raise the profile is important to make informed of the NRA with end users. For example, decisions about the job or HE course for employers could be encouraged to offer which the student will apply. Like the a mock interview, using the NRA, to FE sector, HE suffers from significant students taking up work placements. dropout so it is important that students They may even be prepared to contribute are guided toward a course of study to the document by providing written which is appropriate to their interests, commentary following the placement. needs and aspirations. Candidates for HE interviews may need to he prepared for the admissions tutors Having decided on the jobs or HE who have never seen an NRA. They institutions in which they are most should be encouraged to take the interested, students will need help in initiative and invite the tutor to look at making applications. The NRA can be a relevant sections. useful reference for students when putting together applications, whether To prepare students better for transition, completing forms or drafting letters. colleges need to: Students may need help in using the information selectively and prepare tutors and students to use appropriately so that they present their NRAs to inform pre-exit guidance achievements and personal qualities in a positive and focused way, linking encourage students and tutors to draw them directly to the course or career on the recording achievement which they wish to pursue. Colleges experience and on the documentation in may be able to use existing contacts preparing applications and references with employers and local HE institutions to draw up guidance for prepare students to use the NRA staff and for students. selectively, appropriately and confidently in interviews Students who have successfully packaged their experience and develop practical strategies to raise the achievements into an application have a profile of the NRA with end users better chance of securing an interview. Acknowledgements TRAINING PROVIDERS Claremont Garments Our thanks to the education and Durham County Council training providers who trialled the Managing Learning model. Our thanks to project consultants and co-ordinators: CORPORATE SECTOR COLLEGES Dave Brockington, Steve Harper, Tricia Fetters, all of the University of the West of England City of Bath College Jenny Myers, Durham LEA of Technology Fareham College, Hampshire FEDA PROJECT MANAGERS Houghall College of Agriculture Muriel Green New College, Durham Maria Hughes Peter lee College, Peter lee, For further information about this Queen Elizabeth Sixth Form College, bulletin or FEDA's current action Darlington planning and recording achievement development work, please contact SCHOOL SECTOR SIXTH FORMS Muriel Green on [0115] 929 3291. Carmel Comprehensive School, Darlington USEFUL DOCUMENTS Durham Sixth Form Centre Managing Learning, FEU, 1993 Ferryhill Comprehensive School, Ferryhill, County Durham Action Planning and the National Recor' Framwellgate Moor Comprehensive of Achievenwnt: Report on Consultation, School, Durham NCVQ, 1993 Hermitage Comprehensive School, Chester-le-Street, County Durham Using IT to Record Achievement in Park View Community School, Colleges of Further Education, NCET, 1993 Chester-le--Street Roseberry Comprehensive School The Recording Achievement and Higher Sedgefield Community School, Education Project: A Report of the Project Sedgefield, Stockton on Tees and its Evaluation, UCAS/Employment St Bede's, Lanchester Department, 1993 St Bede's, Peter lee St John's Comprehensive School, Maximising Potential Through Individual Bishop Auckland Action Planning, FEU, 1994 St Leonard's Comprehensive School, Durham Guide to the NRA: A Guide for Schools, Teesdale Comprehensive School NCVQ Wolsingham Comprehensive School, Guide to the NRA: A Guide for Trainers, Bishop Auckland NCVQ Guide to the NRA: A Guide for Employers, Thanks also to Stafford College NCVQ All come with related guides for young SPECIAL EDUCATION PROVIDERS people Beaumont Hill School The National Record of Achievenwnt and Trinity School Support for Personal and Career Development: A Review of Research and Current Activity in Employment, Training and Post Compulsory Education, Employment Department, 1994

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Managing LearningAn Overview As the student processes through colkge, regular NANNING AND REVIEW discussions between the student and their tutor ertable the shadent to manage their learning and the college to manage the quality of its !cc-ming programmes.

A PLANNING AND REVIEW session wou!d normally last about half an hour. Ideally, the first session would be within a week ( I the student entering college, and subsequent ones would take place at least twice a term. MANAGEMENT PROCESS

MANAGERS nlonitor the recording MANAGERS monitor the recording MANAGERS produce annual achievement process and deal with achievement process and deal With reviews of learning programme * any problems revealed. any problems revealed. quality, and act on it.

TUTOR reports TUOR reports TUTORS provide information problems to management problem!, to management tor annual or periodic, review of or directly to teachers or dire:fly to teachers learning programme for action Lir action

Written Written Summary Information REGULAR CONCLUDING FIRST record of record of record of about PLANNING (',1 REVIEW SESSIONS PLANNING & REVIEW SESSIONS previous PLANNING 67: REVIEW SESSION achievement abou twice a term achievenlent (Ichivement achieyemenk to date and to date and (the N RA TUTOR and 5r1.:1)1:Nir reviev programnws STUDFNT and TUTOR preporC learning TUTOR and STU!)ENT review programmes (ROA, action and ,,et learning targets. learning summary document (the NRA1 plans, etc.) targets and set !earning targets. targets (Used tor intervwv%,)

STUDENT brings STUI )ENT brings STUDENT brings information On ink rmation on information on learning targets learling targets learning targets

TEACHER provides information TEACHER F rovides information TEACI IER provides information on learning targets, and uses recording on learning tarl.,ets, and uses recording on leanling targets, and uses recording achievement principles in teaching achievement principles in teaching achievement principles in teaching

TI IE LEARNING PROGRAMME

9EST COPY AVAILABLE t;1' COPYAVAILABLV

1.4rmem Further Educrkt. nu Poveko Arrlinc tr,r, _Artt . `.* ..

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PAGE 16 NOVEMBER 1995 Further Education Development Agency 1 G