Basic Skills Online - Level 1 - Improving your own learning Standards

At this level they have to show how they can plan and review their learning and improve their performance.

The skills they will use are to:

To confirm their targets, they must feel confident about being able to:

work with an appropriate person (e.g. tutor, trainer or careers adviser.)
make sure targets clearly show what they want to achieve (e.g. in their learning, personal life, work.)
check how they will know when targets have been met (e.g. by producing something, being seen to do a task or passing a test.)
identify clear action points and deadlines for meeting each target in a few weeks or less (e.g. the tasks they will do, people they will see and when they will do this.)
identify how to get the support they will need (e.g. help from their tutor or trainer and materials.)
identify the person they will see to review their progress and where and when this will take place.

This is what they have to do to demonstrate these skills:

confirm understanding of their short term targets.
plan how these will be met with the person setting them.
make sure targets clearly show what they want to achieve.
identify clear action points and deadlines for each target.
identify how to get the support they need and the arrangements for reviewing their progress.

These are the type of tasks that will produce this evidence:

For example:
1. as part of their studies, training or leisure activities.
2. when doing a new task at work.
3. when making career choices, or changing things in their personal life.
they will need time to follow through their action points and check their progress with someone who can help they to meet their targets.
they will need to think about the quality of their learning and performance and check that their evidence covers all the requirements.

What can they use as evidence?

they must have evidence that they can do all the things listed:

provide at least two examples.
records that show they checked their understanding of targets and knew how to get support.
two action plans with action points, deadlines and dates for reviewing their progress.

To follow their plan, they must feel confident about being able to:

work through their action points to complete tasks on time.
use support given by others to help they meet targets (e.g. to obtain information, learn new things, get help with things they find difficult.)
use different ways of learning, including:
1. studying a straightforward subject (e.g. in lessons, training sessions, by reading about it.)
2. learning through a straightforward practical activity (e.g. by following a demonstration, finding out for yourself by doing it.)
use methods that suit different learning styles (e.g. using pictures, words, listening, watching or doing something.)
make changes suggested by their supervisor (e.g. to improve the way they work or how they present their work.)

This is what they have to do to demonstrate these skills:

follow their plan, using support given by others to help meet targets
work through their action points to complete tasks on time
use support given by others to help they meet targets
use different ways of learning suggested by their supervisor
make changes, when needed, to improve their performance
improve their performance by:
1. studying a straightforward subject
2. learning through a straightforward practical activity.

These are the type of tasks that will produce this evidence:

For example:
1. as part of their studies, training or leisure activities
2. when doing a new task at work
3. when making career choices, or changing things in their personal life.
they will need time to follow through their action points and check their progress with someone who can help they to meet their targets.
they will need to think about the quality of their learning and performance and check that their evidence covers all the requirements.

What can they use as evidence? They must have evidence that they can do all the things listed:

provide at least two examples.
a log of their learning, with notes of the support they were given.
records from people who have seen their work which shows they completed tasks on time and made the changes suggested.

To review progress and achievements they must feel confident about being able to:

work with an appropriate person (e.g. tutor, trainer or careers adviser.)
give their opinion on:
1. what they have learned (e.g. knowledge about subjects, skills, including key skills, their personal qualities, interests.)
2. how they have learned (e.g. the methods used, where they learned best.)
3. what has gone well and what has gone less well.
identify targets they have met by checking to see if they have done what they set out to do (e.g. look through their action points, ask people who have seen their work.)
identify their achievements (e.g. a piece of written work they are proud of.)
check what they need to do to improve their performance (e.g. the quality of their work, the way they work.)

This is what they have to do to demonstrate these skills:

review their progress and achievements in meeting targets, with an appropriate person.
say what they learned and how they learned, including:
1. what has gone well.
2. what has gone less well.
3. identify targets they have met and their achievements.
4. check what they need to do to improve their performance.

These are the type of tasks that will produce this evidence:

For example:
1. as part of their studies, training or leisure activities.
2. when doing a new task at work.
3. when making career choices, or changing things in their personal life.
they will need time to follow through their action points and check their progress with someone who can help they to meet their targets.
they will need to think about the quality of their learning and performance and check that their evidence covers all the requirements.

What can they use as evidence? They must have evidence that they can do all the things listed:

provide at least two examples.
records of:
1. what they said about their progress.
2. their achievements.
3. what to do to improve their performance.
examples of work which show what they learned from studying two subjects and two practical learning activities.
notes on their action plans to show the targets they have met.