Wider Key Skills Improving own Learning and Performance

Wider Key Skills Improving own Learning and Performance

IOLP - Example Scenarios learning to use a software package ndeveloping presentational skills – oral/written nimproving organisational skills – time/academic ndeveloping a sporting skill/fitness/strength ndeveloping expertise in an outside interest nlearning to drive nlearning a language ndeveloping musical skills ndeveloping financial skills n

Required Evidence Levels 1 & 2 2 examples each has 2 simple targets can be met within a few weeks Level 3 1 example 3 targets All Levels Overall, at least 2 different learning styles

Target Setting Level 1 targets set by appropriate person Level 2 targets set jointly by candidate and appropriate person Level 3 targets set by candidate using acquired information all three levels require a baseline initial diagnosis is needed

LP 1. 1 - Targets and Planning Evidence must show candidate: LP 1. 1. 1 n understands clearly stated given targets LP 2. 1. 1 n gives information to help set targets LP 3. 1. 1 n seeks information from various appropriate sources on strategies to help him/her set targets n identifies influencing factors e. g. motivation, legal, opportunities, finance etc. which may affect plans

LP 1. 2 - Targets and Planning Evidence must show candidate: LP 1. 1. 2 / LP 2. 1. 2 n has clear action points in manageable steps with realistic timescale written in for each target LP 3. 1. 2 n has produced a structured plan for all three targets with clear, logical action points

LP 1. 3 - Targets and Planning Evidence must show candidate: LP 1. 1. 3 / LP 2. 1. 3 n names who can help him/her n reviews - says who, where and when LP 3. 1. 3 n has a detailed timescale with sound time management n has plans for reviewing progress n has weighed up possible difficulties and made sound proposals for overcoming them

LP 1 – Important Points planning cannot be done retrospectively n plans can be revisited and revised n the higher the level, the greater the degree of autonomy, but all levels need support n all three criteria must be supported by full evidence n activities must be fit for purpose n

Evidence of target setting action plan(s) n notes on information sources n records of discussions n observation records n can take various forms n e. g. tape, written, graphic

LP 2. 1 – Implementing the Plan Evidence must show candidate has: LP 1. 2. 1 n addressed each action point on time LP 2. 2. 1 n kept a log of actions, confirmed by others n noted completion dates n revised plans OR been asked – “What if? ” LP 3. 2. 1 n As for 2. 2. 1 + evidence of effective use of time

LP 2. 2 - Implementing the Plan Evidence must show candidate has: LP 1. 2. 2 n used 2+ suggested different ways of learning e. g. by listening, by experimenting, by copying LP 2. 2. 2 n n chosen 2+ different ways of learning worked, at times, without close supervision LP 3. 2. 2 n n n chosen 2+ different ways of learning worked independently at times identified alternative approaches

LP 2. 3 - Implementing the Plan Evidence must show candidate has: LP 1. 2. 3 n Consulted, been given and used the support of others in each example LP 2. 2. 3 n Identified clearly when he/she needs support n Used to good effect any help and support given LP 3. 2. 3 n Reflected upon what he/she has achieved n Sought feedback and support

LP 2 – Important Points action points must be addressed n time must be managed well n must be evidence of different styles of learning n must understand how to use appropriate support n

Evidence of implementing the plan detailed and confirmed learning log n photographs n witness statements n assessor observation records n assessor questioning records n evidence of outcomes n

LP 3. 1 - Reviewing progress and achievements Evidence must show candidate has: LP 1. 3. 1 n listed what has been learned n said how it was learned n said how the process went – well and less well LP 2. 3. 1 n identified clearly what has been learned n shown how that learning has been applied LP 3. 3. 1 n reflected upon the quality of what has been learned and what has affected the outcome of the learning n detailed how that learning has been applied

LP 3. 2 - Reviewing progress and achievements Evidence must show candidate has: in a review, identified and provided evidence of all achievements for each example in line with the action plan(s)

LP 3. 3 - Reviewing progress and achievements Evidence must show candidate has: LP 1. 3. 3 n checked with appropriate person and understood what he/she needs to do to improve LP 2. 3. 3 n said which way of learning best suits him/her n considered what he/she needs to do to improve LP 3. 3. 3 n negotiated further improvement with appropriate people n listed names n recorded own and adviser’s views

LP 3 – Important Points n n n candidate must take an active part in all reviews detailed records of all reviews should be available sensitive assessor questioning can generate important evidence questioning should not be leading agreement cannot be reached in isolation

Evidence of Reviewing records of reviews n audio/video tape n assessor records n candidate records n copies of certificates n witness statements n photographs n

IOLP - Activity What evidence can you find to support the following evidence component criteria? n Level 1 Portfolio 1. 1. 2 and 1. 3. 3 n Level 2 Portfolio 2. 1. 2 and 2. 2. 1 n Level 3 Portfolio 3. 2. 3 and 3. 3. 1