Definition

Evidence is needed to show that the learner is making progress towards their aspirations, that new learning is occurring and is being sustained and/or that there is an extension in the learner's range of experiences. Evidence consists of concrete information that is collected over time and is used to plan the next stages in a learner's programme as well as to recognise their achievements at the end of a course of study.

Although not all programmes will lead to nationally recognised qualifications, there is now a range of qualifications available within entry level. See these web pages:

• Introduction to entry level
• Delivering Skills for Life (Read write plus)
• Entry level awards for students with learning difficulties (Learning and Skills Development Agency)
• QCA executive summary.

However, it is important to remember that curriculum planning should be guided by the aspirations and requirements of the learner rather than being driven by the qualification.

Key question

How can I make effective use of the information gathered about a learner's progress and achievements and support them in moving on?

Aspirations

What to ask:

• How will I gather relevant information that has meaning for the learner as well as others?
• How will I use this information to monitor the learner's progress and plan the next steps?
• How can I best prepare and support the learner in moving on to the next stage in their lives?
• How can I ensure that at the next stage the learner continues to be supported in realising their aspirations and future lifestyle?
• What information will the learner need to take with them?

• What information have I got that other service providers need to support this person in achieving their aspirations and making a smooth transition to the next phase of their lives?

What to think about:

• Am I using a range of assessment methods to gather information about this learner's progress?
• Will the information lead directly to improvements in teaching and learning?
• What information and support will the learner's family or carers need as they move on?
• How can I best work with the Connexions service personal adviser to ensure that the learner's requirements are met?

Goals

What to ask:

• How will I track and record the learner's progress against the goals?
• How do I use this information to plan teaching and lead to improvements in teaching and learning?
• How will I recognise when the learner has achieved the relevant targets?
• How will other people recognise the learner's achievements?

• How will the learner recognise when they are starting to fulfil their goals? What form will this recognition take?

What to think about:

• How do I involve others in contributing to the collection of information?
• Does the learner understand the link between achieving their targets and moving towards their goal?
• How is the learner involved in monitoring their own progress?
• Does the monitoring link clearly to the targets and aspirations?
• How do I use this information to change or modify the content, methods or learning environment?
• Does the learner receive any form of accreditation?
• Is this the most appropriate and valued form of accreditation or are there any other forms available?
• Have I ensured that curriculum planning continues to be guided by the learner's aspirations and requirements as well as the demands of the accredited course?

For examples of how these questions might impact on practice, see:

Diaries and reviews

• Monitoring targets
• Amy's accreditation
• Using technology to monitor progress
• Linking individual education plans and transition plans
• Involving learners

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