Document 3Better for Everyone

RARPA stage

RARPA Evidence

BfE stage / evidence

1 Aim(s) appropriate to an individual learner or groups of learners

Clearly stated aim(s) for all programmes[ How has this been established and evidenced?]

Aim, need and stakeholders identified in tutor & organisational self assessment. Relevant wider equality outcomes identified and included in course outlinehttp://betterforeveryone.wordpress.com/better-for-everyone-resources-and-learning/

RARPA stage

RARPA Evidence

BfE stage / evidence

2 Initial assessment to establish learners starting point

Record of outcomes of process of establishing learners’ starting points

Wider equality outcomes included in initial assessment activities

The pictures that follow can be adapted for any initial or formative assessment or classroom activity, where the course can be related to people.

For arts and crafts you may need examples of that art form from different regions, countries, men and women artists etc.

Learners on BfE training sessions can be asked to make connections between the pictures and a wide range of subjects.

Ask students who this is – or to make a guess from the picture.

Ask students to describe the picture.

For maths this can lead to looking at maths in Olympic/paralympic medal tables – with discussion of which countries dominate which sports and why.

Can students identify the different religious symbols?

This could be used for RE, poetry, history, design or even in a mathematics lesson. Pythagoras had a world view completely aligned to religion.

In Philosophy – Aristotle, Plato Descartes etc – all had arguments about the existence of God.

This picture could be a lead in to discuss the changing nature of families through history.

It could be used for a politics discussion on the significance of Obama’s election, will it ever happen here, parliamentary representation. (women, men, disabled people, different ethnicities, gay or lesbian MP’s etc)

Could be used to write a poem or piece of prose about multicultural Britain, globalisation, changing societies etc.

Could be about the relationships between religions.

Can be used for history, politics, English and many more.

There are materials ready for use on the BfE website.

See ‘Human Rights’ folder/ link

Ask students what this picture means?

Direct or indirect discussions of equality can be brought into anthropology with a bit of imagination!

RARPA stage

RARPA Evidence

BfE stage / evidence

3 Identification of appropriately challenginglearning objectives (initial, renegotiated and revised)

Clearly stated and suitably challenging objectives forall programmes and, wherever feasible, individuallyfor each learner

Initial wider equality outcomes negotiated and revised if needed and any individual wider equality outcomes added to ILP

RARPA stage

RARPA Evidence

BfE stage / evidence

4 Recognition and recording of progress andachievement during programme (formativeassessment), including tutor feedback tolearners, learner reflection, progress reviews

Examples of appropriate evidence includes:Records of learner self-assessment, group and peerassessment, tutor records of assessment activitiesand individual or group progress and achievement.Learners’ files, journals, diaries, portfolios, artwork,videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony,artefacts, photographs and other forms of evidence

Same as RARPA evidence

The golden thread of evidence of wider equalities outcomes should run through this too

RARPA stage RARPA Evidence

BfE stage / evidence

5 End-of-programme learner self-assessment,tutor summative assessment, review ofoverall progress and achievement in relation to appropriately challenging learning objectives identified at the beginningor during the programme. It may includerecognition of learning outcomes not specified during the programme

As per stage 4

Plus tutor course report

Student evaluation forms

As per RARPA stage 4 & 5

Learning manager or organiser to complete stakeholder and impact maphttp://readingroom.lsc.gov.uk/lsc/2005/quality/performanceachievement/re

cognising-recording-progress-achievement-july-2005.pdf

Table adapted from: