ACLS-PEEP-Family-Learning-Handbook-2008---2009 by sdaferv

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									Adult and Community Learning Service
Family Learning Guidance Notes August 2008 – July 2009

PEEP PROGRAMME

Bringing Learning to Local …Communities
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WELCOME…

We are pleased to welcome you the PEEP Family Learning Guidelines 2008-2009. The aim of these guidelines is to give providers and tutors an overview of how to set up and run PEEP programmes. It will provide you with the tools to apply for funding from ACLS, to complete the paperwork requirements, and information about support and guidance available to you. If you ever have any questions or queries about the PEEP programme or family learning in general please contact me and I will always do my best to support you. For information about the Adult and Community Learning Service (ACLS) we would recommend you look at our web site at www.nottinghamshire.gov.uk/adultandcommunitylearning. For specific information about the PEEP programme please look at www.peep.org.uk. The ACLS team wishes you every success with your PEEP programme. Best wishes,

Susie Chambers Development Manager (Family Learning) Adult and Community Learning Service Nottinghamshire County Council

Copies of this document are available in other formats on request. Created by ACLS with the support of Liz Barnes, Learning First.

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CONTENTS Content Background Information on Family Learning in Nottinghamshire Our Contract With You Funding and ACLS Contracts Step by Step Guide to Running PEEP Quality Agenda Setting Smart Goals and Targets Within Schemes of Work, Lesson Plans and Individual Learning Plans Induction Arrangements for Learners Completing Evaluation Open College Network Observation of Teaching and Learning Dates to Remember Page Number(s) 4 5 6-7 8-10 11 12-16 17 17 18 18 18

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BACKGROUND INFORMATION ON FAMILY LEARNING IN NOTTINGHAMSHIRE
ACLS is committed to creating access to high quality learning opportunities for its residents at the heart of its communities. It aims to meet the needs of local communities and individuals, by working in partnership with communities and a wide range of organisations. The Learning and Skills Council fund Family Learning programmes by awarding the County Council a specific budget for the work. Family Learning for this purpose is defined as: ‘Events or activities that are planned and purposeful for adults and children to work and learn together’. PEEP programmes are the responsibility of Susie Chambers (Development Manager, Family Learning) Susie is your first point of contact for general queries about Share. Liz Barnes (Family Learning Consultant) delivers the Share training on behalf of ACLS. Contact details are provided below. Contact Details: Susie Chambers – Development Manager (Family Learning) Adult and Community Learning Service Nottinghamshire County Council 3rd Floor County Hall West Bridgford Nottingham NG2 7QP Telephone: Mobile: Email: 0115 977 2181 07983 598 958 susie.chambers@nottscc.gov.uk

Liz Barnes – Family Learning Consultant Telephone: 07879 814 775 Email: lizbarnes38@yahoo.co.uk

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OUR CONTRACT WITH YOU
We will work with you to seek to ensure that: o You provide high quality teaching by suitably qualified and experienced staff o High quality course materials are provided o The accommodation provides a safe, accessible and pleasant learning environment o You provide information and advice about other learning, training or employment opportunities as progression routes for your students o You receive support in completing ILPs, enrolment forms, registers, schemes of work, lesson plans and course evaluation forms o You are invited to Networking meetings and other staff development opportunities To do this ACLS will: o Notify you of successful funding bids o Send you copies of all forms, paperwork and learner handbooks prior to your PEEP course starting o Observe classes to: a) Help assess the standard of teaching and learning b) Ensure accommodation is fit for purpose c) Check the quality of course materials o Organise events for tutors to aid their professional development o Manage and cover the costs of the OCN accreditation process for your learners o Actively respond to the views of learners by providing feedback and making appropriate adjustments to policy, procedures, courses and venues We would expect you to: o Submit funding bids in good time o Provide induction information for you students o Complete and return paperwork o Recruit and retain at least 6 students onto your programme o Withdraw students who leave the course o Attend termly Networking meetings o Work with parents to complete portfolios for OCN accreditation (if appropriate) o Keep ACLS informed of changes to dates, times, venues etc. for your programme o Maintain an audit trail of project expenditure o Alert ACLS to any problems in recruitment and retention

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FUNDING AND ACLS CONTRACTS
Funding is available (where incurred and upon production of receipt) to cover the cost of:      Purchasing materials/consumables for PEEP groups (maximum £400 start up costs for new groups) assuming 6 learners per group Staff cover Employment of crèche workers to care for pre-school age children Staff cover to attend Networking meetings Rental of premise if an external venue is being used

To apply for funding centres should complete the attached application form and return it to Susie Chambers. Applications are approved by ACLS throughout the year. Average costs requested for each type of programme are available from Susie Chambers to help you judge a reasonable amount to request. Organisations can apply for funding to cover the whole academic year (up until 31 st July 2009), either as one long course or a series of shorter courses depending on local circumstances and the identified needs of learners accessing the programme. There are a number of paperwork requirements linked to accepting funding for your PEEP programme. Support and guidance is available to help you complete the forms and paperwork. Subject to your application for funding being approved, once all the paperwork has been completed you can invoice ACLS for the money you have been granted. Remember PEEP sessions should not be started until your funding has been approved so please return your applications in plenty of time before the anticipated start date of your programme. Please also note, submission of an application for funding does not necessarily guarantee funding but ACLS will always request further information where required when considering your application and do all we can to help.

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TEN STEPS TO COMPLETING THE APPLICATION FOR FUNDING FORM
1. First and foremost, try not to panic! Completion of the application for funding form becomes easier the more used to it you become, just as learners on your programme will become more confident with the skills they will be acquiring. Persevere and ask for help when you need it using the contact details in this guidance. 2. Read the questions carefully and give as much information as you can. You may know your local circumstances off by heart but those considering your application may not so it is best to explain clearly why your programme deserves funding and how it contributes to the priorities of the ACLS. Please look at the ACLS web site for information about these priorities for the 20082009 academic year or contact us. 3. The application for funding form which you need to use to apply for PEEP funding is the same as that used for the Share programme and is referred to as the ‘PEEP/Share Application for Funding Form’. 4. We encourage you to use the electronic version of our PEEP/Share Application for Funding Form which can be accessed via www.nottinghamshire.gov.uk/adultandcommunitylearning. This saves you time as you avoid unnecessary duplication should you submit more than one application. Should you have any problems locating the electronic version of our PEEP/Share Application for Funding Form please let ACLS know so we can ensure you have access to it. 5. The reason we ask for you to submit applications in plenty of time before the anticipated start date of your programme is so that resources can be deployed effectively and efficiently and allow you sufficient time to plan and market the programme. 6. In terms of the content you include on your application for funding, please bear in mind at all times that (as with your documentation surrounding the learning, including individual learning plans, lesson plans and schemes of work available and up-to-date at all sessions) your application and subsequent delivery needs to focus above all on the learning of the adult learners there. We acknowledge as part of the family learning remit that children benefit also. However, as the Adult and Community Learning Service, our funds are intended to fund the adults’ learning. Please ensure this is made clear in your application for funding. 7. Should your application for funding be approved by ACLS, you will have a contract issued. You need to sign a copy and send it back to us for our records when you receive it. 8. At this stage you will also be issued with ACLS paperwork for your course. 9. You may be asked to complete a New Provider Checklist or receive a precourse visit from an ACLS Partnership Worker to provide you with support in understanding what piece of paperwork is for what and why it needs completing. 10. It is expected that learners will have access to Information, Advice and Guidance (IAG). Should your application for funding be approved please consult your contract and/or ACLS to ensure learners on your programme receive this input on the course and have the opportunity to identify progression routes.

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STEP BY STEP GUIDE TO RUNNING PEEP
This section of the handbook will guide you though the process of setting up and running your PEEP programme.
Time frame 4 to 6 weeks before start of programme On receipt of funding confirmation Task Complete funding application Completed by Head teachers, Centre Managers Delivery staff Delivery staff Colleagues at your centre Follow up action Send to Susie Chambers ACLS Notes Remember to check dates of approval panel meeting Set up an audit record system with your Admin. Manager

Plan the set up of programme within your organisation

Talk to colleagues and governors / Management committee about the project Order materials Order sundry items to support activities Book room for introductory session and regular weekly meetings Book crèche staff Order crèche resources Publicity. Invitations from children etc

Market the course to parents

Delivery staff Colleagues at your centre

1 to 2 weeks before the start of course 1 week before start of course

Hold information session

Delivery staff

Keep register for parents and children in crèche Contact Susie Chambers for copies of forms if necessary

Remember to use open evenings, parents events, previous PEEP group or individuals to help you promote the programme Make it fun!

Week 1

Send out reminders Prepare activity for 1 st session Check all paperwork has been received from ACLS Run session Complete register After session plan course and complete paperwork

Delivery staff

Delivery staff

Week 2

Week 3

Run session Complete register Complete enrolment forms and ILPs Run session

Delivery staff

Evaluate session Complete scheme of work and session plans Complete general section of ILP Set up course file Prepare activities for sessions Complete self evaluation Follow up none attendees Complete self evaluation Prepare for next session Follow up none attendees If you are unsure about who Page 8 of 18

Delivery staff

Time frame

Task Complete register Complete outstanding enrolment forms and ILPs Introduce and complete PEEP Diary Explain ACLS policies Run session Complete register, ILP and PEEP Diary

Completed by

Follow up action Complete self evaluation Prepare for next session Send enrolment forms to Susie Chambers.

Notes needs which colour copy of the enrolment form please check with ACLS Store policies in accessible place Remember to enrol any new starters and to send forms to ACLS. Inform ACLS of any changes to the programme Remember only to register those who will complete. Send forms to ACLS OCN registrations can only be accepted for those who are enrolled. Send forms and inform ACLS of any changes to the programme Send forms and inform ACLS of any changes to the programme

Week 4

Delivery staff

Follow up none attendees Complete self evaluation Prepare for next session

Week 5

Run session Complete register, ILP and PEEP Diary Register parents for OCN

Delivery staff

Week 6 to 10

Run session Complete register, ILP and PEEP Diary Run session Complete register Complete portfolio building Complete student evaluations, final section of ILP and diary

Delivery staff

Week 11 (or 2nd to last week of course)

Delivery staff

Week 12 (or last week of course)

Celebration event Complete outstanding evaluations, ILPs and diary

Delivery staff

One week after course finishes

Send paperwork to ACLS

Delivery staff

Follow up none attendees Complete withdrawal forms Complete self evaluation Prepare for next session Send completed OCN registration forms to ACLS Follow up none attendees Complete withdrawal forms Complete self evaluation Prepare for next session Follow up none attendees Complete withdrawal forms Complete self evaluation Prepare for final session Arrange for internal Verification of portfolios or attend specially set up session. Complete your evaluation Head teacher to complete evaluation Liaise with administrative staff about completion of invoice Complete course file = copy of scheme, lesson plans, evaluations, activities and register Copy of  Class register  Student evaluations  Your evaluation  Head teachers evaluation  Scheme of work

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Time frame

Task

Completed by

Follow up action  Lesson plans  Invoice

Notes

Follow up OCN as necessary

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QUALITY AGENDA
It is the policy of Nottinghamshire County Council’s Adult & Community Learning Service to ensure that its learners receive as an absolute minimum a satisfactory learning experience. ACLS will use its Quality Assurance procedures to seek to ensure the highest possible quality of learning experience. Some important documents which will be central to your delivery of the PEEP programme include the following:        Individual Learning Plans (ILPs) Enrolment forms Scheme of work Lesson plans Health and Safety Documentation ACLS Equality and Diversity Policy Evaluation reports

In addition, ACLS will undertake class visits and observations of teaching and learning (OTLs) to support you and work towards maintaining quality provision. The full Quality Improvement Framework which the Service works to can be accessed via the ACLS website. Help and guidance on working with the necessary documentation is available from the Family Learning Co-ordinator, at your regular Networking meetings and other ACLS staff development events. The most up-to-date version of all documents and forms as well as templates for documents such as schemes of work and lesson plans can be found under the heading ‘ACLS Paperwork’ on the ACLS web site.

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SETTING SMART GOALS AND TARGETS WITHIN SCHEMES, LESSON PLANS AND ILPs
NOTE: Current versions of templates, guidance notes and examples can all be found on the ACLS web site under ‘ACLS Paperwork’  When the term goal(s) is used, it refers to goals that the tutor and learner set for the course. These are often referred to as ‘shortterm goals’. If the learner is in a workshop or in roll-on roll-off provision, the goals are set for the period for which the learner is enrolled. This may be until the end of a term or year.  The term target(s) is used for the smaller steps that learners need to make to move toward their goal(s). The acronym SMART is widely used to describe goals and targets. Different people use different terms but the messages are very similar: Specific Measurable Achievable Relevant Time related SMART TARGETS Specific NOT SMART I will work on word endings and grammar (Not specific; which word endings?) To improve my punctuation (Not measurable; what does improve mean?) To feel more confident about my reading (It is important to set objectives that a learner can achieve in the period available.) To write personal letters (Is this what the learner needs to do? Some learners want to write personal letters, but others may never do so.) To pass the driving theory test
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SMART I will be able to add –ful/-til/-all correctly to a list of given words.

Measurable

I will be able to insert ownership apostrophes into a given text.

Achievable

I will have read two books from the resources shelf and be able to discuss these with X

Relevant

I will have written and sent an email to my friend Y without help

Timerelated

I will have the confidence to take the driving theory test by July

SPECIFIC Specific goals and targets provide: A Clear Outcome I will be able to:  Use   Read Add

A Clear Range capital letters for people’s names the front page of the newspaper three 2-digit numbers

A Clear Situation or Purpose for the members of my family to summarise the news to check the hours I have worked

MEASURABLE Specific goals and targets will often indicate the criteria for success. In each of the goals above, it is clear what the learner needs to do to demonstrate his or her skill or knowledge. Less specific goals, such as ‘improve my spelling’, provide no indication of the standard to be met. Learners often underestimate their progress because the task seems so large. Specific, measurable targets can help the learner to recognise his or her success and enable teachers to record progress. ACHIEVABLE Helping learners to set achievable goals and targets requires skill and experience. There is a careful balance to be maintained. Learners need to experience early and continuing success if they are to remain motivated. However, learners also need to be challenged so that progress is maintained. They may need to be moved out of their ‘comfort zone’. RELEVANT Goals and targets need to be relevant to:     the learner’s life and particular needs the learner’s aspirations and long-term goals the agreed learning aim the learning environment

TIME RELATED
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Learners and teachers need to agree a clear timeframe for goals and targets. While goals may be assessed at the end of the course, targets provide markers on the way and shorter timescales can be useful. Without a clear idea of the timescale involved, goals may appear either too daunting, or alternatively, lose their challenge. Writing a Scheme of Work The purpose of the Scheme of Work is to:    state the expected outcomes of the course give an overview of the proposed content of the course describe the proposed structure of the course

It is usual for the Scheme of Work to be written before a course begins. The content of the Scheme of Work should reflect an y discussions that have taken place with learners, course providers and funders (as appropriate). The scheme of work will also differ according to whether the course is accredited or not. Even with an accredited course, learning outcomes will need to be negotiated with learners and the specific coursework or test requirements of the programme communicated. However, the outline of the course m ay be more pre-determined as it needs to adhere to the accrediting body’s requirements. Schemes of Work are usually written by the tutor or by another member of staff of the provider organising the course.

The Scheme of Work should contain: 1. A statement of the main aims of the programme (what you expect the learner to be able to do at the end of the course) 2. A list of the main skills and knowledge to be learned on the course so that the aim stated in 1 can be met 3. The level of skills that the course or programme is designed to develop (the level descriptor should be within the National Qualifications Framework i.e. Entry level; Level 1; Level 2; Level 3) 4. The expected total number of hours it will take an average learner to complete the programme 5. A description of how the course will be structured and delivered (i.e. 1. Whole group working together 2. Mixture of whole group and individual work 3. Small group work 4. Individual workshop work)
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6. A description of the broad contents and learning outcomes of each session. 7. An overview of the likely learning materials/resources that will be needed for the course/programme. 8. A description of how progress and achievement will be assessed and recorded. Writing a Lesson Plan The purpose of the lesson plan is to:  state the expected outcomes of the lesson  give an overview of the proposed content of the lesson  describe the proposed structure of the lesson It is usual for the lesson plan to be written before a lesson begins. The content of the lesson plan should reflect any discussions that have taken place with learners The lesson plan will also differ according to whether the lesson is accredit ed or not. Even with an accredited lesson, learning outcomes will need to be negotiated with learners and the specific lesson work or test requiremen ts of the programme communicated. However, the outline of the lesson may be more pre-determined as it needs to adhere to the accrediting body’s requirements. The Lesson plan should contain: 1. A statement of the main aims of the lesson (what you expect the learner to be able to do at the end of the lesson) 2. A list of the main skills and knowledge to be learned in the lesson so that the aim stated in 1 can be met 3. The level of skills that the lesson or programme is designed to develop (the level descriptor should be within the National Qualifications Framework i.e. Entry level; Level 1; Level 2)

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4. A description of how the lesson will be structured and delivered (i.e.  Whole group working together  Mixture of whole group and individual work  Small group work  Individual workshop work) 5. A description of the broad contents and learning outcomes of each session. 6. An overview of the likely learning materials/resources that will be needed for the lesson/programme. 7. A description of how progress and achievement will be assessed and recorded.

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INDUCTION ARRANGEMENTS FOR LEARNERS
Providers and tutors need to carefully plan induction arrangements for learners. The following are suggestions for inclusion:               Health & Safety procedures including any that relate to the lesson and fire and emergency evacuation procedures Arrangements for meeting Individual Learning Needs Arrangements for accessing impartial Information, Advice and Guidance Expectations of learners in relation to attendance and punctuality. What learners need to do if they cannot attend a session(s). Follow up procedures for learners who withdraw from the lesson. The importance of learners providing up-to-date contact details so that they can be notified of changes to or postponements of lessons. Break times and refreshment arrangements Car Parking Security issues Toilet facilities What to do in the event of a complaint Issue ACLS folders, pads and pens drawing attention to the Entitlement Statement Issues around equal opportunities including meeting additional support needs and what learners need to do if they feel they are being victimised or bullied. Note: Copies of the most current ACLS policies and procedures can be found via our web site at www.nottinghamshire.gov.uk/adultandcommunitylearning

COMPLETING EVALUATIONS
Your learners, you and your centre manager should complete the appropriate evaluation form. Each learner is expected to complete a Learner Evaluation Form. The tutor needs to administer this and the tutor also needs to complete the ACLS Tutor End of Course Evaluation Form themselves to evaluate the programme they’ve delivered. These forms should be returned to ACLS at the end of your programme together with the invoice to claim your funding.

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OPEN COLLEGE NETWORK
ACLS are registered as a centre with the East Midlands Region OCN. Liz Barnes manages the curriculum for this area of work on our behalf. ACLS will finance registration of your learners and arrange for Internal and External Moderation of work. You are responsible for completing the learner registration forms and will be invited to work with Liz in building portfolios and moderating work. Support and guidance will be available at your Networking meeting. Help sessions will be arranged as necessary.

OBSERVATION OF TEACHING AND LEARNING
This activity forms part of our quality agenda KEY POINTS ABOUT LESSON OBSERVATION            Observation of Teaching and Learning (OTL) provides ACLS with information on the quality of its provision Tutors will be observed at least once every 2 years New tutors will be observed during their first term Tutors will normally be given 2 weeks’ notice prior to an observation Observations will last at least 45 minutes Wherever possible the observation will include the start or finish of the session Tutors should ensure that all required paperwork is available for the observer in the Course File including register, scheme of work, lesson plans, learner assessment records etc. Tutors should be aware that the observer may wish to speak to learners and see their work Where possible, verbal feedback will be given to the tutor immediately following the observation The final OTL report will be sent to the provider within 7 working days Observed lessons will be given one of the following grades: Grade 1 Grade 2 Grade 3 Grade 4  Outstanding Good Satisfactory Inadequate

Once the final report has been received the tutor will make arrangements to discuss the report with their line manager and agree an action plan.

Dates to Remember
Please see the ACLS website for details of Peep network meetings at: www.nottinghamshire.gov.uk/adultandcommunitylearning.

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