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Customised training: Learner Voice and Post-16 Citizenship. Arguments icebreaker. 3 roles: Arguer Counter-arguer Observer Scores One mark for a relevant point in the argument Two marks for a reason to support that point. Aims of the session.
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One mark for a relevant point in the argument
Two marks for a reason to support that point
FE providers have a duty to cooperate with other organisations and groups in the local area (The Apprenticeships, Skills, Children and Learning Act 2009)
They also have a duty to aim to reduce inequalities of outcome that result from social disadvantage (The Equality Act 2010)The Government’s emphasis on the Big Society (including National Citizen Service) refers to rights and responsibilities of individuals to take a greater role within their communities
(See ‘Effective Community development: A strategic framework, LSIS 2010)
Personalised learning and learner voice
OFSTED assesses how learners are consulted and how providers meet their needs(The OFSTED Common Inspection Framework for FE and Skills 2009)
Every Child Matters agenda
Strong links with citizenship, especially ‘making a positive contribution’
(See Citizenship and 14-19 developments: Quick Guides - (4) Citizenship and Every Child Matters)
The Common Inspection Framework from 2010 includes the following questions:
B2. How effectively does the provision meet the needs and interests of users? (where inspectors will take into account whether learners are consulted about the design, planning and delivery of programmes and progression opportunities, and how well learners are involved in the evaluation of the provision)
B4. How effective are the care, guidance and support learners receive in helping them to attain their learning goals? (where inspectors will take into account how well learners are involved in the planning, reviewing and evaluation of provision to meet their support needs)
C5. How effectively does the provider engage with users to support and promote improvement? (where inspectors will take into account the extent to which all groups of learners and individuals have the opportunity to give their views on the provision they are receiving, and the arrangements to ensure that learners are represented on relevant decision-making groups)