ACLS

08

Adult and CommunityLearning Service

Tutor Handbook 2009-10

2

Welcome

Thank you for supporting the Adult and Community Learning Service (ACLS) bydelivering courses on our behalf. We look forward to working in partnership with youto improve the quality of the learning experience for all our participants. We hope thatyou, likewise, will benefit from our support and that it will help to make your teachinga positive and enjoyable experience.

ACLS is part of the Communities Department at Nottinghamshire County Council.Through our links with partners, we make a significant contribution to meeting theCouncil's strategic aims and objectives. Engaging people in learning reaps manybenefits to both individuals and communities in terms of improved aspirations, healthand morale. Your unique contribution to this agenda is greatly valued.

This booklet aims to improve the teaching of ACLS courses by providing you with acommon understanding of our mission and aims, target groups and qualityprocedures. It also sets out how ACLS can support you as a tutor and what we expectfrom you in return. It should be used alongside any support documentation you mayalso receive from your employer.

We all have a responsibility to ensure continuous quality improvement. We lookforward to receiving your support in making this a reality.

If you have any comments or suggestions about the handbook or the Service then wewould be happy to hear from you.

With all good wishes for a creative, successful and enjoyable teaching experience.

Sue GreenACLS Manager

3

Background information 4

What we expect from you 5

Fees 9

Induction for learners 11

Equality and Diversity 14

Individual Learning Plan (ILP) 16

Improving what we do 20

RARPA 25

Helping your learners to learn 26

How we can support you 30

Using technology to enhance your teaching 32

Health and safety in the classroom 33

Helping your learners progress 35

ACLS Webpages 37

Appendix 1 - Equality and Diversity Policy 38

Appendix 2 - Staff Development Policy 40

Appendix 3 - Safeguarding Vulnerable Adults 41

Notes 43

Contents

Mission Statement:

Nottinghamshire County Council's Adult and Community Learning Service iscommitted to creating access to high quality learning opportunities which are deliveredlocally for the benefit of our communities. We aim to meet the needs of localcommunities and individuals, by working in partnership with communities and a widerange of organisations.

Target Groups

Our priority target groups are:

• Those with low qualifications and/orskill level (below level 2)

• Families and Carers• Older learners (55 years +)• Ethnic Minority Group• Individuals or groups who are socially excluded

• Ex-Offenders• People with Learning Difficulties and Disabilities

Partners

We work in partnership with the colleges of further education, community colleges, theWorkers' Educational Association, local voluntary and community groups, schools,Sure Start Children’s Centres and training providers.

Contacting ACLS

The Adult and Community Learning Service is based at:

Nottinghamshire County CouncilACLS, Communities Department,County Hall, West Bridgford, Nottingham. NG2 7QP

Telephone: 0115 977 2185

E-mail: acls@nottscc.gov.uk

Fax: 0115 977 3859

Website: www.nottsaclsmoodle.net

4

Background information

} living in disadvantaged communities

} from across the County

5

As a first step, we would ask you to explain to your learners that NottinghamshireCounty Council's Adult and Community Learning Service is providing the course aspart of our commitment to supporting learning in local communities.

We also rely on you to distribute the Learner Handbook or for short courses theLearner Entitlement Statement. Please take some time to talk to your learners aboutthe content, especially the Equality and Diversity information.

The biggest contribution you can make is to deliver courses that are interesting,enjoyable and of high quality and we're here to help you get it right.

Course Definitions

• Taster Course - All providers wishing to run taster courses will have applied to ACLSseparately for funding to run these. They will last for a maximum of 3 hours, be asingle session and are designed to be a marketing activity.

• Short Course - A course lasting between 1 and less than 9 hours and having amaximum of 4 sessions. For example an 8 hour Basic Food Hygiene course runover 4 sessions.

• Full Course - A course of 9 hours or over. Or a course of less than 9 hours buthaving more than 4 sessions. For example an 8 hour parenting skills course runover 6 sessions.

For definitions of Family Literacy Language and Numeracy (FLLN) programmes see thespecific information in the ACLS Paperwork Guidance document available on the website.

Paperwork Requirements

We fully appreciate that not everybody likes paperwork, but we rely on you to ensurethat it is fully and accurately completed. This helps us to run our systems moreefficiently and monitor our provision to support continuous quality improvement.Because we receive external funding, we also need to gather certain information tosatisfy our funders' audit requirements.

We also need to gather information to be able to demonstrate the progress we aremaking towards achieving targets. And, of course, feedback from learners is vital inhelping us improve our provision.

Please support and encourage your learners to complete all paperwork. Paperworkrequired from tutors and learners will vary slightly depending on whether the course isa full course, short course or taster course:

• Scheme of work. Completed by the tutor and provides information on the outlineprogramme for the whole course. A scheme of work proforma can be found in theACLS Course File. A scheme of work is required for all short and full courses.

What we expect from you

• Lesson Plan. Completed by the tutor and provides details of the content of eachsession. A lesson plan proforma can be found in the ACLS Course File. A lessonplan is required for all short and full courses.

• Activity Risk Assessment. Completed by the tutor for activities to be undertaken bylearners during the course. Required for all taster, short and full courses.

• Taster attendance form (ACLS 03). Completed by the learner at the start of thecourse and provides ACLS with details of learners attending the course. Howeverthese learners will not count towards ACLS targets. Required for taster courses only.

• Enrolment Form (ACLS 05/06). Completed by the learner at the start of the courseand provides ACLS with details of learners attending its courses. Required for allshort and full courses including family learning programmes.

• Individual Learning Plan (ILP) (ACLS 12). Completed by the learner during eachsession and used to monitor learners’ achievement throughout the course. Requiredfor all full courses. Guidance notes for the completion of the ILP can be found onpage 16.

• Individual Learning Plan-Short Course (ACLS 13). Completed by the learner at thestart and the end of the course. Where a short course is running over several sessionstutors may wish to reflect on progress towards learning outcomes after each session.To be used on short courses only. ILPs are not required on taster courses.

• Register (ACLS 04). Completed by the tutor at each session and used to provideinformation on retention and achievement for the course. Guidance notes oncompleting the achievement element are on the register. Required for all short andfull courses.

• Learner Evaluation Form (ACLS 02). Completed by the learner at the end of thecourse and provides ACLS with feedback about how the learner felt the coursewent. Required for all short and full courses.

• Tutor End of Course Report (ACLS 16). Completed by the tutor at the end of thecourse and provides ACLS with feedback about how the tutor felt the course went.Required for all short and full courses.

An ACLS Course File is available for each course for tutors to keep all essentialpaperwork in. Further information and guidance about the paperwork is available onthe ACLS website at: www.nottsaclsmoodle.net

Recording Achievement

The following table provides guidance on completing the achievement element of theregister:

Information on learners' achievement that tutors provide on the register is used byACLS to calculate course success rates. In order to ensure consistency it is essentialthat all tutors use the same definitions when entering these details. An achievementcode should be entered for all learners who have either completed their period oflearning or withdrawn from the course. The following definitions should be used whencompleting column G on the register:

6

7

Code Number Details Explanation

1 If the learner achieved Learners who have achieved all, or mostall, or most of their (i.e. 75% or more) of the course learning aimslearning outcomes. on their ILP including achievement of

qualifications where results areknown. It is NOT necessary forlearners to also achieve all their“personal goals” as identified on theILP to be given this code.

2 If they have achieved Learners who have achieved some, but less thansome of their learning 75% of the course learning outcomes on the ILP.outcomes

3 If they have not achieved Learners who have not achievedany of their learning any of the course learning outcomesoutcomes on the ILP.

4 If exam/assessment Learners who have taken an examcompleted but result but the results are not yet known.not yet known Please note ACLS must be notified of

achievement once results are known.

5 If learning activities are Learners who are still waiting to takecomplete but still waiting an exam. This is mainly for coursesto take the exam where the final examination is taken

after the learning period has ended.ACLS must be notified of achievement onceresults are known.

9 If study is continuing This code is mainly used for learners who are onon the same course courses lasting more than one year. The codeinto next year. indicates that they will be continuing with the

course the following year.

Course levels

In order to ensure consistency across all of our provision we have developed thefollowing definitions of course levels, which we would ask you to use to inform yourplanning of course content and also the advertising of courses:

Beginners' course

This is a basic developmental level for those learners with little or no knowledge ofthe subject. It supports the acquisition of skills, knowledge and understanding, andacts as a stepping stone to study at a higher level.

Intermediate course

At this level, learners should understand more than the basics of the subject, showsome proficiency and skill, and be able to work on their own with moderate success.The range of activities should stimulate an interest in further learning and progressto further study.

Advanced course

At this level, learners should understand the subject enough to be able to developtheir own ideas, and be able to work independently. Their practical skills shouldreflect a high level of proficiency and consistency, demonstrating an understandingof underlying concepts and processes.

Sustainability: A greener curriculum

As you are aware sustainability and the environment are topical issues of debate andmay well be particular areas of interest to you. Tutors are encouraged to think aboutways that they can introduce the topic into their provision and raise generalawareness; this may be through using recycled materials in your lessons, producing apiece of creative writing, using relevant websites to source information for sessionse.g. food miles, energy used to boil a kettle.Support, guidance, resources and examples will be made available on the ACLSwebsite.

8

9

ACLS has a Fee and Remission Policy that applies to all its providers.

Fees Policy for Personal and Community Development Learning(PCDL) 2009/10

1. Coverage: this fees policy covers Personal and Community Development Learningfunded by ACLS. Family Learning programmes (Wider Family Learning, FamilyLiteracy, Language and Numeracy and Family Learning Impact Fund) will be freeof charge.

2. Implementation Date: this policy took effect from 1st August 2009.

3. Fees: the hourly charge for PCDL courses will be £2 per hour. Learners who paycourse fees will also be charged examination fees if relevant to the course oflearning. Exemptions/remissions in respect of course fees also apply toexamination fees, if appropriate.

4. Exemptions: the following provision within PCDL will be exempt from fees:• Taster courses: all courses approved as taster courses• Skills for Life: learners on courses where the primary learning aim is a

recognised Skills for Life qualification;• Customised Provision for Learners with Learning Difficulties and/or Disabilities

(LLDD): discrete provision for LLDD learners will be exempt for fees. IndividualLLDD learners enrolling on PCDL courses will be charged fees unless they arecovered by one of the remissions detailed under section 5, below.

5. Remissions: learners in receipt of the following benefits will be eligible for feeremission:• Job Seekers Allowance (not contribution based)• Housing and Council Tax Benefit (not single person’s discount)• Income Support• Employment and Support Allowance• Working Tax Credit• Incapacity Benefit• Pension Credit (not savings credit)• Unwaged Dependents of those in receipt of the above benefits

All benefits claimants will be required to provide evidence of their benefit status toqualify for fee remission.

Fees

6. Discretionary Remissions: there are some categories of learners, for example butnot exclusively travellers, the homeless and hostel dwellers who, whilst notnecessarily in receipt of benefits, are clearly unable to contribute to the cost of theirlearning. In such instances ACLS has the right to agree discretionary feeremission. Requests should be made to the ACLS Manager.

7. Refunds: if a PCDL course is terminated by the provider because, for example, oflow numbers, learners who have paid in advance will be refunded for the sessionscancelled by the provider, (fees will be refunded in full for accredited courses).Individual learners who choose to leave a PCDL course before its completion willnot be eligible for a refund.

Your employer will be responsible for informing you of fees to be applied to anycourses you teach on and arrangements for the collection of these fees.

10

11

Induction enables learners to settle into work quickly, to understand theirrights/responsibilities and the demands of the course or programme

Induction plays an important part in the learner's journey. Please use the induction to:

• Welcome all learners to the group, particularly newcomers

• Break down barriers for individuals e.g. lack of confidence within the learning group

• Establish a safe and non-threatening environment which encourages learnerparticipation and contributions as individuals and as a group

• Agree ground rules, and display during each session

• Ensure learners know about practical issues such as car-parking, refreshments andtoilet facilities

Learner Handbook and Learner Entitlement Statement

An explanation and discussion of the content of the learner handbook is required onall full courses. A learner entitlement statement should be issued and discussed withlearners attending short courses.

The induction is also the ideal opportunity to introduce learners to some importantpolicies and procedures:

Equality and Diversity

The Learner Handbook will provide support for learners on our Equality andDiversity policy, particularly in relation to bullying and harassment. Please ensurethat learners are aware that ACLS operates within an EO framework and that theyare aware of what they need to do if they are upset or uncomfortable about anyaspect of the course, fellow learners or you, the tutor. We expect you, as the tutor, topromote equal opportunities and work in a non discriminatory way. Further details ofACLS's policy are provided within this handbook

Make learners aware that ACLS documentation can be made available in otherlanguages and formats.

Induction for learners

12

Health and Safety

Provide appropriate health and safety information and advice about the building,the room and the course, including evacuation procedures, health checkquestionnaires , where appropriate and First Aid arrangements. See 'Health andSafety in the Classroom' section for further information.

As part of the induction, you also need to:

• Identify and begin to address individual learning requirements including assessmentof learners’ literacy and numeracy skills

• Encourage individual learners to become confident, assuming ownership andresponsibility for their own learning and assessment

• Begin to develop the group learning culture that you, as tutor, want to encourage

• Introduce the idea of progression opportunities to learners

• Explain what learners need to do if they cannot attend a session or wish towithdraw from the course.

• Explain the importance of learners providing up to date contact details so that theymay be contacted if necessary.

The learner handbook includes an induction checklist. Please ensure all aspects havebeen covered and encourage learners to complete their checklist.

Whilst learners will, no doubt, be keen to start learning, a thorough induction isimperative to ensure learners achieve the maximum from their course.

As the tutor you will need to allocate sufficient time when planning sessions to ensurethat the induction is thoroughly covered. Some aspects of induction may be dealt within week two or three, if necessary, although we would expect health and safety andequal opportunities information to be prioritised from the outset.

13

To support learners' understanding of E&D and progression issues, please display theposters that have been provided for you on these topics during each session.

Complaints

Complaints provide an opportunity to improve our services. The Learner Handbookcontains information on what to do if a learner has a complaint. In the first instancethey are advised to talk to you, the tutor. Please ensure that you make your employeraware of the complaint at this stage so that they may assist you in responding to it.

Your role is to listen carefully and try to deal with the issues identified.The majority of complaints can be resolved in this way. However, should thecomplainant remain unsatisfied, and your employer is unable to resolve matters, youshould advise them to contact ACLS. The County Council's complaints procedure willthen be implemented.

Similarly, should you wish to make a complaint, then please contact your employer inthe first instance and then ACLS if you remain unsatisfied.

14

Equality and Diversity

Equal opportunities are extremely important to ACLS and underpin everything we do.Discriminatory practices are demeaning for everyone. We seek to provide high qualitylearning opportunities that are inclusive and free from discrimination.

Equality of opportunity is an important aspect of raising aspirations, self-esteem andachievement. We aim to provide provision that is safe and welcoming. We respect andvalue differences in ability and disability, culture, race, faith, gender, sexual orientationand age.

As a contracted-out service we require all our providers to comply with equalitieslegislation in their interactions with our learners.

Your role, therefore, as the person with face-to-face contact with learners, is a criticalone and is the main way in which information and awareness regarding equalopportunities are passed on to learners. Your planning and practice shoulddemonstrate consideration to equality and diversity: it should be inclusive, accessibleand non discriminatory.

You are the person we expect to pick up on any equal opportunities issues comingfrom the learners and, if appropriate, to let us know about them. As you will see fromthis handbook, we have a number of ways in which we can support individual needs orsignpost people to other sources of help.

ACLS Equality and Diversity policy

As part of Nottinghamshire County Council, the Adult and Community Learning Serviceworks within its Equality and Diversity Policy and is committed to providing equalopportunities for all who engage with us. Our policy can be found at Appendix 1.

Our Equality and Diversity principles

• The richness of cultural diversity is recognised and celebrated

• Equality of opportunity is embedded into our policies and practice

• We aim to respond to the needs and interests of our learners

• We support our learners to reach their potential by providing adequate support

• We develop our staff to meet the needs of our diverse community

15

We address these principles through the following activities:

• Offering a programme of activity that reflects the needs of our priority groups andcommunities

• Making information and learning materials available in alternative formats

• Monitoring provider performance against agreed targets and acting on anyinequalities highlighted

• Monitoring the accessibility of our provision

• Providing systems to capture learner, staff and stakeholder perceptions of what wedo and how we could improve

• We have procedures for challenging unacceptable behaviour.

ACLS reserves the right to suspend and/or exclude learners from their course and other ACLSfunded learning opportunities where they act or behave inappropriately and fail to treat fellowlearners and staff with respect, dignity and equity.

Safeguarding

ACLS has a Safeguarding policy for working with vulnerable adults.This can be found at Appendix 3 and includes definitions of ‘vulnerable adult’.The Service is also in the process of approving its policy for safeguarding children.Once approved this will made available to providers and tutors. As a tutor, you havethe responsibility to know and understand your own organisation’s safeguardingprocedures in order to support learners who may alert you to safeguarding issues.

16

Individual Learning Plan (ILP)

ACLS has 2 Individual Learning Plans. ACLS 12 – Individual Learning Plan is for useon all full courses. ACLS 13-Individual Learning Plan (short course) is for use on shortcourses. An adapted version of ACLS 12 is available on request for learners withlearning difficulties.

The Individual Learning Plan (ILP) is an essential document for tutors and learners. Itprovides information on the following:

• What learners already know

• What they will learn and want to learn

• How well they are progressing

• What learners have learned at the end of the course.

ACLS 12 Individual Learning Plan

Dividing the ILP into distinct sections allows learners to celebrate their achievements ateach stage of their learning journey. Learners should be introduced to the ILP at theearliest opportunity. It is at the tutor's discretion as to whether they collect the ILPs inafter each session. However, at the end of the course the ILP should be given to thelearner. These guidance notes are to help tutors to use the ILPs with their learners.The ILP is available in both paper and electronic versions. The latter is to allow tutorsto pre-enter information prior to issuing them to learners. For example course details,learning outcomes. However tutors should not change the structure of the document.

Introduction(Learner name, tutor name, course title, provider, day/date, time)

WHO - This section should be completed by the learner, with tutors support ifrequired. Tutors may wish to pre-enter course details prior to giving the ILPto their learners.

WHEN - This will ideally be completed at the first session.

1. What do I already know?

WHO - This section should be completed by the learner, with tutor support ifrequired. Learners should provide information on how much they alreadyknow on the subject, how they like to learn and if they will need anyadditional support. There is also space to confirm that an initial assessmentof the learner has taken place. This section needs to be signed and dated byboth tutors and learners.

WHEN - This will ideally be completed at the first session.

17

2. What can I learn on the course?

Learning outcomes

WHO - Tutors may wish to pre-enter this information on the ILP prior to issuing tothe learners. Alternatively tutors will provide learners with the information inorder for them to complete this section.

WHEN - This should be completed by the end of the first session.

3. What else can I achieve on the course?

WHO - Learners should enter details of any personal goals they have for the coursethat are in addition to the main course learning outcomes.

Once the learning outcomes and personal goals have been listed, learnersshould (with support from tutors, if needed) tick and date in the boxes whichcorrespond to their perceived level of current achievement for each learningoutcome and personal goal.Information contained in sections 1, 2 and 3 of the ILP should be used bytutors to make any adjustments to session plans in order for learners needsto be met.

4. How much have I learned so far?

WHO - Tutors should discuss with learners how well they are doing. If they havemade progress towards any of their learning outcomes or personal goals thisshould be recorded by ticking and dating the appropriate boxes in sections2and 3.Information from section 5, the Learner Progress Record, should be used toaid these discussions.

WHEN - At regular intervals throughout the course. The frequency will depend on thelength of the course.

5. Learner progress record

WHO - Learners should complete the Learner Progress Record at the end of eachsession. The prompt questions may be used to help learners complete theprogress record although the learner may wish to include other information,for example what they have enjoyed doing.Tutors may need to give support to ensure answers are as specific aspossible and link to the personal goals and learning outcomes.

WHEN - Tutors should allow time during each session for learners to complete theLearner Progress Record.

18

TUTOR COMMENTS/PROGRESS REVIEW

WHO - Tutors should complete this section. The progress review should becompleted during discussions on progress between tutors and learners.Comments made by the tutor should clearly reflect progress being madetowards specific learning outcomes and personal goals rather than generalcompliments e.g. “well done”

WHEN - There is no need for tutors to make comments on each learner after everysession. It is at the tutors discretion as to how often comments are made.However progress reviews should be completed at regular intervals throughoutthe course. The frequency will depend on the length of the course.

6. What have I learned?

WHO - Learners should answer the question “Have you achieved the learningoutcomes listed in section 2?” by ticking and dating the appropriate box.Tutors should note these results in order to record learner’s achievement onthe register. Learners should complete the sections to record “What else haveyou achieved?” This is to record anything, other than the main learningoutcomes, that learners feel they have achieved. This will include the learners'personal goals. Learners should also complete the section “How has thecourse helped you?” This is to record what impact the course has had onlearners lives.Tutors will complete their final comments about the learners' achievementsin the end of course review section. With learners completing the box toindicate their progression plans.This should be signed and dated by both tutors and learners.

WHEN - This section should be completed during the final session for the course

ACLS 13- Individual Learning Plan (short course)

Introduction(Learner name, course title, tutor name, provider)

WHO - This section should be completed by the learner, with tutor support ifrequired. Tutors may wish to pre-enter course details prior to giving the ILPto their learners.

WHEN - This will be completed near the start of the first session.

19

What can I learn on the course?Learning outcomes

WHO - Tutors may wish to pre-enter this information on the ILP prior to issuing tothe learners. Alternatively tutors will provide learners with the information inorder for them to complete this section.

WHEN - This should be completed near the start of the first session.

Recording learner progress

WHO - At the start of the course learners should record their level of knowledge andunderstanding against each of the learning outcomes by putting an “S”(start) in the appropriate boxes. Tutors should note these results and adjustlesson plans where necessary.

At the end of the course learners should record their level of knowledge andunderstanding against each of the learning outcomes by putting an “E” (end) in theappropriate boxes. Tutors should note these results in order to record learner’sachievement on the register.

Where a short course is running over several sessions tutors may wish to reflect onprogress towards learning outcomes after each session or section of the course.

Special help or support

WHO - Learner completes. Tutor should note any comments made and ensure helpand support requested is available

WHEN - This should be completed near the start of the first session.

How has this course helped you?

WHO - Learners should complete this section.WHEN - At the end of the final session. Tutor should note any comments made and

record on their course evaluation form. Learners should keep their ILP at theend of the course.

The ILP should be signed by the learner and the tutor at the end of the course.

Self-Assessment

Every year ACLS produces a self assessment report that highlights our strengths andweaknesses and a development plan outlining the action to address the weaknessesand capitalise on our strengths.

As tutors you are expected to contribute to this process; completing the 'Tutor End ofCourse Report Form is one way in which this happens.

Your views on the strengths and weaknesses of the courses you deliver are vital if weare to produce a fair and accurate picture of our provision and identify actions tosupport continual quality improvement.

We ask providers to ensure we receive tutor reports for all the courses run on ourbehalf.

We undertake a variety of activities as part of our Quality Improvement processes:

• Identifying and sharing good practice across the service

• Observation of teaching and learning

• Undertaking class visits

• Curriculum development workshops for tutors

• Gathering learner feedback through satisfaction surveys and focus groups

• Analysing our management information data

The Service's quality procedures and documentation are available on the Websitewww.nottsaclsmoodle.net

Visits to Classes

As part of our quality improvement systems ACLS will carry out visits to classes. Thereare two sorts of visits that can take place; a basic class visit or a full observation ofteaching and learning (OTL)

Class Visit

The aims of the class visit are to raise the awareness amongst tutors and learners thatACLS is providing the course and to check that ACLS procedures are being followed.Class visits will usually be carried out by either an ACLS Community Learning Officeror Curriculum Leader although other staff members may also undertake visits. Theperson carrying out the visit will want to talk to both tutors and learners.

20

Improving what we do

21

A Class Visit Report Form will be completed following the visit, this will comment onwhat was seen during the visit rather than make judgements on the quality of theprovision. Any areas of concern will be followed up with the provider.

Should tutors receive a visit from a Curriculum Leader then this should be seen as anopportunity to discuss in more detail the delivery of the course. This may mean thatthe Curriculum Leader looks more closely at documents which are not normally lookedat during the class visit, e.g. lesson plans.

Observing your teaching

Observations of Teaching and Learning (OTL) provide us with information on thequality of our provision. They also help support professional development throughidentifying staff development needs and identifying good practice.

Observations will be carried out either by a member of the ACLS team, an externalconsultant or, in the case of larger providers, by your employer. Tutors will be observedat least once every two years.

We aim to give you two weeks notice prior to any observation and to provide you withverbal feedback following the observation, however this may not be possible in allcases.

Providers are responsible for notifying tutors of any planned observations.

The observation report will be sent to your employer within seven working days.

Lessons will be given one of the following grades:

Grade 1 Outstanding

Grade 2 Good

Grade 3 Satisfactory

Grade 4 Inadequate

Your line manager will then discuss the observation report with you and, if required,put an action plan in place. The grade should not be discussed with learners. Tutorswhose lessons are graded as inadequate will receive a follow-up observation withinone term.

Quality Targets

ACLS has set targets for the grades of those lessons we observe as part of our qualityimprovement process. For each sector subject area there is a target for the percentageof lessons graded as good or outstanding (1 or 2) and for lessons graded assatisfactory (3).

We are aiming to have no lessons which are deemed inadequate. These targets arebased on the previous year's observations of our courses as well as consideringnational bench-mark figures.

It is important that you are familiar with the target in your own subject area so you areaware of the standards expected of you. Just as ACLS works to continual qualityimprovement across the whole service, we also want all tutors who deliver ourprogrammes to do likewise and aspire to improve the OTL grade awarded to theirlessons (or maintain a grade 1). These targets will be reviewed periodically, the targetsfor 09/10 will be available on the ACLS website: www.nottsaclsmoodle.net fromSeptember 2009.

The targets for 08/09 are detailed below:

Sector Subject Area Target 2007/2008 %1 - Health, Public Services and CareGood or better 75%Satisfactory 25%Inadequate 0%2 - Science and MathematicsGood or better 60%Satisfactory 40%Inadequate 0%3 - Agriculture, Horticulture and Animal careGood or better 75%Satisfactory 25%Inadequate 0%4 - EngineeringGood or better 75%Satisfactory 25%Inadequate 0%5 - ConstructionGood or better 60%Satisfactory 40%Inadequate 0%

22

23

6 - Information and Communication TechnologyGood or better 85%Satisfactory 15%Inadequate 0%7 - Retailing and CommercialGood or better 60%Satisfactory 40%Inadequate 0%8 - Leisure, Travel and tourismGood or better 65%Satisfactory 35%Inadequate 0%9 - Arts, media and publishingGood or better 80%Satisfactory 20%Inadequate 0%10 - History, philosophy and theologyGood or better 60%Satisfactory 40%Inadequate 0%11 - Social SciencesGood or better 60%Satisfactory 40%Inadequate 0%12 - Languages, literature and cultureGood or better 65%Satisfactory 35%Inadequate 0%13 - Education and trainingGood or better 70%Satisfactory 30%Inadequate 0%14 - Preparation for life and workGood or better 75%Satisfactory 25%Inadequate 0%15 - Business AdministrationGood or better 60%Satisfactory 40%Inadequate 0%Family LearningGood or better 75%Satisfactory 25%Inadequate 0%

As part of our progression towards continual quality improvement, we value your co-operation in working with us to improve the quality of teaching and learning on yourcourses.

Success and Retention

We also have annual success and retention targets for our provision; for 2008/2009the target for retention was 90% and success 82%. Updated figures for 2009/10 willbe on our website. These targets form part of ACLS's contract with your employer;please ensure that you know what they are.

How do your course statistics compare with these targets? If you have any concerns,please let us know.

24

25

Given that many of our courses do not lead to accreditation, one of the biggestchallenges for us is how to measure the progression and achievements of our learners.Recognising and Recording Progress and Achievement - RARPA is now theacknowledged process for achieving this.

The RARPA process consists of five elements:

• Establishing aims that are appropriate to an individual learner or group oflearners

• Using initial assessment to establish the learner's starting point

• Identifying appropriately challenging learning objectives: initial, re-negotiated andrevised

• Recognising and recording progress and achievement during the programmethrough reviews, feedback and learner reflection

• Implementing end-of-programme tutor assessment, review of progress and self-assessment by the learner

It's not rocket science. It's something you probably do already - finding out what yourlearners already know about the subject, setting them targets that meet their needsand abilities and talking with them about their progress and achievement.

How can you find out more?

The ACLS Individual Learning Plans are designed to record all elements of the fivestage process. However tutors should also have their own records with more specificdetails of learner progress. For example a document for recording when learners havecompleted particular tasks connected to the course learning outcomes.

You can also visit the NIACE website at: www.niace.org.uk/projects/rarpa for moreinformation about RARPA.

Recognising and RecordingProgress and Achievement - RARPA

26

Learning Styles

People learn at different rates and in different ways. Some want their tutors to writeeverything on a board, others prefer to listen while others like to sit in small groupsand discuss.

We are more comfortable acquiring knowledge and skills in a way that fits ourpreferred style of learning. Knowing about your learners' preferred learning styles canhelp you help them learn better and faster.

The following checklist could be used, as part of induction, to help your learnersidentify their learning styles:

They need to see it to remember it……………………………….Visual Learners

• Prefer information given in charts and diagrams• Like to write out everything to help them remember

If they hear it they remember it…………………………………Auditory Learners

• Prefer listening to new information• Like to discuss work with other learners and participate in group work

If they can touch it they will remember it…………………………Tactile learners

• Prefer hands-on learning• Learn best when making or doing something

Many people may learn well through all three styles, others may have one or twolearning styles that are dominant and impact differently, depending on the curriculumand learning situation.

When planning a session, it's a good idea to make sure you include activities that willcater for all types of learning style.

Although we may all have preferred learning styles, we all benefit from variety inteaching methods. Diversity of approach and activity will help all learners get the mostout of their chosen courses.

Helping your learners to learn

27

Supporting your learners

Around one in five people in England and Wales have poor Skills for Life (or basicskills) - i.e. they have difficulty with reading, writing and/or basic mathematics.This means that there is likely to be at least one learner in your group with such aneed. This could be even higher in your classes as we target our learning at the areasof greatest disadvantage and at non-traditional learners.

Tutors need to be able to recognise learners with these needs and to offer themsupport and signposting in a sensitive manner.

Recognising need

Adults with poor Skills for Life often avoid reading and writing or numericalcalculations, particularly in situations where public failure might be embarrassing.

Such learners will often have strategies for ensuring that no-one notices theirdifficulties.

Some suggestions on recognising learners with Skills for Life needs include thediscreet observation of classroom activities along the following lines:

Learner who always avoids writing in class

• Does not take notes• Chooses to complete forms at home• Forgets pen• Forgets glasses

Learner who waits for others to begin an activity before starting it him/herself

• May not have understood the language of spoken instructions• May not be able to read written instructions• May have a hearing difficulty

Learner who shows a discrepancy between understanding of the course contentwhen demonstrated orally and when demonstrated in writing

• Produces messy work/spellings crossed out• Poor standard of written work - could be capital letters in the wrong places or the

wrong use of words• Problems with spelling• Finds copying from the board hard and is unable to keep up

Learner who is good at practical activities and joins in discussions but doesn't performwell in exams

28

Some learner difficulties are more easily recognised, for example:

A learner who

• Speaks another language and is new to English

• Has difficulty with reading

• Finds difficulty in filling in forms

• Has problems using a dictionary

• Can't find a place in a book

What you need to consider to support your learner:

• Does the learner have the skills to successfully complete the course if materials andteaching are made appropriate?

• Can you teach the basic skills required as part of the course?

• Would the learner benefit from joining a group or other support in Skills for Life?

• If the course leads to an exam does the learner have a specific learning difficulty(e.g. Dyslexia) that would entitle them to extra time in the exam or otherdispensations?

If you need to discuss Skills for Life needs with a learner you need to:

• Remember there are seven million people with such needs in this country - yourlearner has managed to get through many life situations without skills whichother adults take for granted and does not want to be singled out

• Have a trusting relationship with the learner so that they're comfortable when youraise the issue

• Handle sensitively and raise the issue at an appropriate moment

• Be positive, encouraging and supportive

29

• Don't mention 'basic skills' - refer to brushing up English, mathematics or aspecific skill such as punctuation, spelling or percentages

• Tell your learner they're entitled to a friendly, confidential interview to help identifytheir needs and provide support

There may be a contact in your organisation for Skills for Life. If you work for one ofour larger providers they may well employ Skills for Life specialists who can offeradvice to any of your learners with such needs. Please ensure you know how to accessthis support

If you do not have support within your organisation then you can use BEGIN.

BEGIN (Basic Educational Guidance inNottinghamshire) is a central information point foradvice on Skills for Life for students and agencies.

BEGIN helps over 4,000 people a year with freeadvice about local literacy, numeracy and ESOL (English for Speakers of OtherLanguages) support.

If one of your learners would like help with English, Maths or ESOL please encouragethem to contact BEGIN for a friendly, confidential chat.

To contact BEGIN:

Telephone: 0115 978 0942

Email: enquiries@begin.org.uk

Or visit their website at: www.begin.org.uk

30

As a point of principle, we promise to deal promptly with any queries you may haveregarding our service.

ACLS offers help, advice and support to tutors through a number of different ways,including:

• A regular newsletter keeps you informed about developments locally, regionallyand nationally

• A programme of staff development opportunities at a variety of locations, datesand times across the county contributes to your ongoing professionaldevelopment

• A series of curriculum leadership and co-ordination workshops helps improve thequality of teaching in specific areas of learning

• The ACLS tutor email group allows us to keep you informed about any newdevelopments, training or resources. Join by emailing qualityacls@nottscc.gov.uk

• Support from our e-guides will help you introduce new technology into yourteaching and learning (see section on 'Using Technology to Enhance yourTeaching')

Funding

The Service has a minor works budget to fund things you may need to improve thequality of the teaching environment. This may, for example, include items such asadult sized chairs and tables or blinds for windows.

In addition there are Learner Support funds available to pay for further support forlearners with additional needs. This money could, for example, be used for specialequipment or further tutor support. Please contact your employer in the first instance ifyou feel access to these funds would be helpful.

Workforce Reforms

Changes within the training and development of the learning and skills workforce wereintroduced nationally from September 2007. These will affect all providers deliveringLSC funded provision in England. Some of the main changes are summarised below:

• Tutors must be registered with the Institute for Learning• New Initial Teacher Training (ITT) pathways and qualifications leading to the award

of Qualified Teacher Learning and Skills (QTLS) status including specialist Skills forLife routes and Associate Teacher Learning and Skills (ATLS) status

How we can support you

31

• Tutors to fulfil at least 30 hours professional development each year (reduced forpart time tutors)

• All teaching staff to have achieved or working towards qualification by 2009-2010.

ACLS will keep tutors up to date with any further developments. However it isrecommended that tutors check the Lifelong Learning UK (LLUK) websitewww.lluk.org and the Institute for Learning (IfL) website www.ifl.ac.uk for moreinformation.

Continuing your Professional Development in Skills for Life

If you would like to enhance your own knowledge, skills and qualifications to teach orsupport Skills for Life, there are a number of initiatives that offer support for you andyour organisation.

The Skills for Life Improvement Programme is a national initiative offering free expertconsultancy support to organisations to improve quality and achievement. It does thisthrough sharing innovative good practice and providing specialist training.

For more information visit the website www.sflip.org.ukor contact Elaine Scott, Regional Manager, Email: escott@cfbt.comTel: 01536 330250

Information Learning Technology (ILT) Equipment Loan

We also have a range of Information Learning Technology (ILT) equipment availablefor loan to support teaching and learning on your courses. This includes laptops,digital cameras, digital recorders and projectors.

Some of this equipment is already placed with our larger providers whilst some isretained by the Service for loan. We can also advise on how these resources can beused to help improve the quality of teaching and learning.

Further details on the above as well as access to a range of guidance documents areavailable on our website www.nottsaclsmoodle.net

Tutors across all areas of learning can use technology to improve the quality of theirteaching and learning.

The National Learning Network has produced materials to support tutors and copieshave been circulated to providers. If you would like copies please contact us or accessthem through www.nln.ac.uk

To support the development of Information Learning Technology (ILT) inNottinghamshire we have a team of e-guides. Their role is to increase the use of e-learning by supporting tutors to use technology in teaching and learning.

At its simplest this could be using a video camera to enhance learning or to recordprogress throughout the period of learning. Support for tutors is available through focusedtraining events, which are publicised via providers, our website and the e-mail group.

If you would like the support of an e-guide to introduce ILT into your lessons, pleasecontact us. Don't forget that we have a range of ILT equipment that is available toborrow to help you enhance your lessons.

'Chips with Everything' is a quarterly newsletter, produced by NIACE.

It provides regular updates on the development of e-learning within adult andcommunity learning, including news about funding streams, information about e-learning projects and future plans.

It's available to download at the NIACE website, through your employer or bycontacting ACLS. Visit the NIACE website athttp://www.niace.org.uk/research/ict/chips.htm

Finally, The BBC website provides a wealth of learning. Resources across a widerange of subject areas, go to http://bbc.co.uk/learning

32

Using technology toenhance your teaching

33

The health and safety of learners is, obviously, a priority and you will therefore need toprovide adequate information, instruction, training and supervision according to yourlearners' needs. As a tutor you will need to risk-assess your teaching environment andactivities. You must make time in the first session to talk to your learners about healthand safety. (Your employer will have arranged for a venue assessment to have beenundertaken, please ensure that you discuss this report with them).

Checklist of Responsibilities

Tutors must ensure that:

Learners understand emergency procedures, reporting procedures andtheir own responsibilities for health and safety

Safety signs are displayed as appropriate

Fire exits are known, clearly marked and opened easily if necessary

Fire exit walkways are kept clear and are not blocked by anything

The location of a fire extinguisher is known and accessible

Fire doors remain closed

The location of First Aid facilities is clearly marked and a First Aidhelper is known. You need to know how to get help in the event of anaccident or medical emergency

Any potential hazards identified in the teaching space are reportedimmediately e.g. loose or worn flooring or damaged furniture

Leaking or damaged water pipes or ceilings are reported immediatelyand any water or slippery floor area is coned off

All electrical equipment is checked for damaged or exposed wires

The presence of trailing wires is minimised as much as possible

Before the start of each session all materials and equipment are in goodworking order and have no discernible faults

The session is set up to minimise risks from slip and trip hazards

Health and Safety in the classroom

34

Learners are taught correct procedures for using sharp or potentiallydangerous instruments

Personal protective equipment deemed necessary is provided and usedcorrectly

Learners on ICT classes are reminded about correct posture and the need to takeregular breaks

Lighting is appropriate for teaching and learning

Fixtures and fittings are secured

Room temperature is reasonable and at least 16 degrees Celsius

The teaching and learning space has adequate ventilation, particularlyif any substances are used that give off a vapour

Chairs are not stacked too high

You are expected to have completed an activity risk assessment before the first session.

There are four risk assessment forms available (all are available on our website):

• Art or craft classes

• ICT classes

• Health and fitness classes

• General adult community learning classes

You will need to complete the appropriate form as fully as possible, indicating in theaction column any further action you will take to minimise risk, e.g. a fitness tutor mayadvise students with medical conditions to seek their doctor's advice before proceedingwith the class. Learners attending fitness classes must complete a Health CheckQuestionnaire.

If you have any queries about this process, contact your course organiser or phone ACLS.

In the event of an incident/accident to either tutor or learners, you should ensure thatan incident/accident form is completed and submitted. These are available from youremployer, if you have difficulty in locating a form then please contact ACLS.

35

Advice about what to do next

Taking part in ACLS courses can inspire learners to look at their options - in learning,work or volunteering.

ACLS works in partnership with nextstep Nottinghamshire and its delivery partners tomake sure that learners have access to high quality information and advice to helpthem decide what to do next.

Free information

nextstep provides free information for any adult (aged 20 or over) who would like toimprove their job prospects or skills, learn something new, or just make the most oftheir current job.

To get free information, you or your learners can:

• Contact the nextstep InfoLine: tel 08000 213 101

• Use the nextstep website - www.nextstepeastmidlands.org.uk

• Visit a nextstep centre - there are over 15 centres around the county which haveliterature and computer programmes to help explore options. Details areavailable from the InfoLine or the website

Free advice

Adults without many qualifications can get more in-depth advice from a professionaladviser, which is also free. This could be through a group session as part of a class orthrough a one-to-one meeting of about 30 minutes. Advice can include:

• Support in exploring career or learning options

• Job search assistance, e.g. preparing a CV or interview skills

• Assessment of current skills

Helping your learners progress

36

To get free advice, learners need to have qualifications below NVQ level 2 or fewerthan five GCSEs/O levels at grades A*-C. Advice is available through two nextsteporganisations:

• Achieve Career Consultancy provide specialist support for learners on supportedemployment programmes. Tel: 0115 962 4638

• Guideline Careers Service provides advice for all other learners with fewqualifications. Tel 0115 992 6138

Advice for learners with more qualifications

There are plenty of ways nextstep can help people who already have qualifications atNVQ level 2 or above. You (or the learner) can discuss these by contacting thenextstep InfoLine:

Tel: 08000 213 101

It is essential that learners know what they can do once their current course finishes.As their tutor you are well placed to be able to talk to them about their next step.

You may be able to offer another course that will allow learners to further develop theirskills and abilities in a particular subject area. It may be that learners want to trysomething new.

Please let learners know about other courses that are available through yourorganisation. In addition, the information in this handbook will help you informlearners of the opportunities that are available to obtain further help and guidance inmaking their decision.

Please take time to go through this with the learners at an appropriate time.

It may be that a trained IAG (information, advice and guidance) adviser visits yourclass and talks to the learners direct. However, given the vast number of ACLS classesthis option is not always possible. As such your help and support in ensuring learnersare aware of their choices concerning their next step is requested.

37

A wide range of helpful information, including our policies and procedures isavailable from the ACLS’s virtual learning environment (www.nottsaclsmoodle.net)

Please ensure that you check this site regularly as it will ensure that you have the mostup-to-date version of our paperwork.

Virtual Learning EnvironmentIt will also enable:• Tutors to share resources• Facilitate communications between tutors, learners and ACLS• Provide easy access to Continuing Professional Development resources• Learners to access course materials

Other Helpful Websiteswww.niace.org.ukNIACE (The National Institute of Adult Continuing Education) provides information,advice and guidance for those working with adult learners.

www.excellencegateway.org.ukLSIS’s Excellence Gateway. You will find examples of good practice, self improvementplus materials to support teaching and learning.

www.eastmidlandscpd.co.ukFor managers and practitioners who are delivering Skills for Life provision in the EastMidlands, to keep up to date with current developments. Also contains informationabout the Nottinghamshire Continuing Professional Development Project.

www.nextstepeastmidlands.org.uknextstep provides free information about job hunting, career choices, learningopportunities and skills development for adults aged 20 and over.

www.techdis.ac.ukTechdis provides advice about appropriate resources regarding technology anddisability issues. By going to the resources and references section you can access atechnology database that allows you to search for information and resources inrelation to a range of disabilities.

Links to all the above and to other useful sites are available through the ACLS webpages

ACLS Webpages

38

Appendix 1

Nottinghamshire Adult and Community Learning Service

Equality and Diversity Policy

As part of Nottinghamshire County Council, the Adult and Community LearningService works within its Equalities Policy and is committed to providing equalopportunities for all who engage with us. We seek to provide high quality learningopportunities that are inclusive and free from discrimination.

Equality of opportunity is an important aspect of raising aspirations, self-esteem andachievement. We aim to provide provision that is safe and welcoming.

We respect and value differences in ability and disability, culture, race, faith gender,sexual orientation and age.

As a contracted out service we require all our providers to comply with equalitieslegislation in their interactions with our learners

We expect all out learners to comply with this policy. Discriminatory behaviour andharassment will not be tolerated

Our principles for achieving Equality and Diversity are:

1. Equality of opportunity is embedded in all policies, practices, decision-making andevaluation processes.

2. The richness of cultural diversity is recognised and celebrated.

3. Our Service will reflect the particular needs and interests of all our learners.

4. We support all our learners to reach their potential by providing adequate support,where appropriate.

5. We will ensure confidentiality of information

6. We aim to support and develop our staff through training to meet the needs of ourdiverse community.

7. We will monitor provider performance against agreed targets and act on anyinequalities highlighted

8. We will offer a programme of activity that reflects the needs of our prioritygroups/areas.

39

9. We will implement a programme to assess accessibility of provision.

10. We will make available information/learning materials in alternative formats.

11. We aim to further develop comprehensive and imaginative feedback systems to capturelearner, staff, and stakeholder perceptions of what we do and how we could improve.

12. Discriminatory practices are demeaning for all. We have Disciplinary, Grievance andComplaints Procedures for challenging unacceptable behaviour. All learners are providedwith guidance on making a complaint in their learner handbook.

The ACLS Equality and Diversity Steering Group meets regularly to assess the equalitiesimpact of ACLS's policy and practice and to monitor progress against equality standards.

39

40

Appendix 2

Staff Development Policy

ACLS is committed to continual quality improvement and to help ensure this takesplace we require all tutors who deliver on our behalf to be suitably qualified and/orexperienced.

Details of tutors' qualifications and staff development are held on a central databaseby ACLS and regularly updated by providers.

In recognition of the fact that many of our tutors work on a part-time basis, ACLS hasidentified funds from within our current budget allocation to cover the cost of tutors'attendance at training that we have commissioned/ arranged.

Training will be in line with the needs of the Service as identified within the QualityImprovement and Development Plan. Examples of activities undertaken include:

• Teaching and Learning Development Days• Curriculum Workshop Tutor Conferences• ILPs• Share Training• ILT

In order to support our ongoing quality improvement strategy, we expect all of ourtutors to attend at least one ACLS staff development event per academic year.

Principles

• Only part-time tutors are eligible for reimbursement. Payment is for CPDactivities, not for meetings and is subject to prior agreement

• Full-time primary and secondary teaching staff attending meetings may claim formeetings where supply costs have been incurred, subject to prior approval

• The rate will be in line with the 'qualified non-accredited rate' as detailed within theCounty Council's Personnel Committee policy for part-time lecturers' pay scales

• Travel costs will not be eligible for reimbursement

• Tutors will be reimbursed by their employers who, in turn will reclaim the costsfrom ACLS, (to include any on costs incurred)

• ACLS will inform providers of those staff who apply to attend an event, one weekprior to the event

• ACLS will confirm with providers tutors' actual attendance within one week of theevent

41

Appendix 3

Safeguarding Vulnerable Adults Policy 2009/10

The Adult and Community Learning Service shares the values set out by theNottinghamshire Safeguarding Adults Board:-

“All individuals have a right to live free from abuse in accordance with the principlesof respect, dignity, autonomy, privacy and equity.Vulnerable adults are entitled to exercise the same rights as others in the prosecutionof criminal offences and the pursuit of civil remedies.Vulnerable adults should enjoy the same rights as others in respect of access to careand treatment provided by public agencies.”

In order to support these values ACLS will work within the agreed inter-agencyframework i.e. the Nottingham and Nottinghamshire Safeguarding Adults MultiAgency Policy, Procedure and Guidance.Organisations funded by ACLS will work together to prevent and minimise the risk ofabuse to vulnerable adults and will use the Nottingham and NottinghamshireSafeguarding Adults framework to provide an effective and consistent approach todealing with concerns and allegations of abuse and neglect. All providers working withvulnerable adults (see definition below) will develop internal policy and procedures inline with the Nottingham and Nottinghamshire Safeguarding Adults Policy, Procedureand Guidance for Alerters and Referrers: Internal Procedures, pages 76 and 77(available from Helen Goldsbrough, ACLS 01909 535556 or the Safeguarding Adultsand Mental Capacity Act Team on 01623 473225 or atwww.safeguardingadultsnotts.org)

ACLS will follow the guidance of the Independent Safeguarding Authority with regardto the recruitment of new staff and compliance of existing staff in relation to theVetting and Barring Scheme to be introduced in July 2010.

A ‘vulnerable adult’ is defined as‘A person aged 18 years and over who is or maybe in need of community care servicesby reason of mental or other disability, age or illnessANDWho is or maybe unable to take care of him or herself, or unable to protect him orherself against significant harm or exploitation’

42

Those in need of community care may include

• People with a learning disability• People with a physical disability• People with mental ill health• People who are profoundly deaf• People who are visually impaired• People who are deaf /blind• People over 65• People with HIV/AIDS

The Nottingham and Nottinghamshire Safeguarding Adults Policy can be found atwww.safeguardingadultsnotts.org/policy/and the Nottingham and Nottinghamshire Safeguarding Adults Multi AgencyProcedure atwww.safeguardingadultsnotts.org/procedure/

along with the Guidance for Alerters and Referrers

www.safeguardingadultsnotts.org/guidance/

43

Notes

This last page has been left blank for you to make notes. This could be used to logthe changes you make to your lessons, be it in content, approach or style.

Reflecting back on these notes will help to illustrate any improvements that have takenplace.

44

Notes

Contacting usemail acls@nottscc.gov.ukphone 0115 977 2185fax 0115 977 3859post ACLS, Communities Department, County Hall,

West Bridgford, Nottingham NG2 7QPinternet www.nottinghamshire.gov.ukpublished July 2009

DP&

P/7.09

/COMS/43

80aw

3

This publication can be made available in alternative formats andlanguages to ensure it is fully accessible to the reader.