Basic Skills Online - Level 2 - Improving own learning Standards

The skills your students will use are to:

Sometimes they will be expected to take responsibility for some decisions about their learning and they will work without close supervision.

To set targets they must feel confident about being able to

work with an appropriate person (e.g. tutor, trainer, line manager or careers adviser) to:
1. provide accurate information to help set realistic targets that can be met in a few weeks or less
2. give examples of what they have done before and what they want to achieve (e.g. in their learning, personal life, work)
identify what might affect their chances of success (e.g. time, cost, health and safety, motivation, other commitments)
identify how they will know when targets have been met (e.g. by producing something, being seen to do a task, passing a test)
identify clear action points for each target (e.g. tasks they will do, people they will see)
plan how to use time well by setting deadlines for action points
identify the support they will need (e.g. teaching, coaching, guidance) and how to get it, including arrangements for reviewing progress.

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

improve their performance by:
1. studying a straightforward subject
2. learning through a straightforward practical activity
provide accurate information to help set realistic targets for what they want to achieve
identify clear action points for each target
plan how they will use their time well to meet targets
including use of support and arrangements for reviewing their progress.

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

Things they have learned in one task can be used to meet the demands of a new task.

For example, knowledge about a product learned from their trainer can be used when talking to customers.
they will need time to follow through their action points and check their progress with those 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?

In using their plan they must feel confident about being able to:

use their action points to help manage their time well (e.g. look at them regularly and think ahead about what they need to organise)
revise their plan when needed (e.g. to deal with unexpected problems and tasks completed more quickly than expected)
identify when support from others would be helpful and use this to help they meet targets (e.g. information about or advice on problems)
select and use different ways of learning, working at times without close supervision, including:
1. studying a straightforward subject (e.g. in teaching or training sessions or self-supported study, such as reading and making notes)
2. learning through straightforward practical activities (e.g. following demonstrations, finding out for yourself by doing tasks)
use methods that suit different learning styles (e.g. by using pictures, words, listening, watching or doing something).

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

take responsibility for some decisions about their learning, using their plan and support from others to help meet targets
use their action points to help manage their time well and complete tasks, revising their plan when needed
identify when they need support and use this effectively to help they meet targets
select and use different ways of learning to improve their performance, working for short periods without close supervision
improve their performance by studying a straightforward subject
learning through a straightforward practical activity.

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

Things they have learned in one task can be used to meet the demands of a new task.

For example, knowledge about a product learned from their trainer can be used when talking to customers.
they will need time to follow through their action points and check their progress with those 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?

a log of their learning, with notes of:
1. when they asked for support and how they used it
2. when and how they worked without close supervision
3. any changes made to their plan
records from those who have seen their work which show they managed their time well and completed tasks.

In reviewing progress and achievements they must feel confident about being able to:

work with an appropriate person (e.g. tutor, trainer, line manager or careers adviser) to:
1. identify what they have learned (e.g. knowledge of subjects, skills, including key skills, new ways of working, personal qualities, interests)
2. identify how they have learned (e.g. materials used, learning styles, where they learned best
provide information on what has gone well and what has gone less well
identify targets they have met (e.g. look through their action points, ask others who have seen their work, obtain test results)
identify evidence of their achievements (e.g. pieces of work, statements from people who have seen your work, records, reports, photographs, awards), including examples of how they have used their learning to meet new demands
identify ways to further improve their performance (e.g. quality of their work, the way they work)

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

review progress with an appropriate person and provide evidence of their achievements, including how you have used learning from one task to meet the demands of a new task
identify what and how they learned, including what has gone well and what has gone less well
identify targets they have met and evidence of their achievements
identify ways to further improve their performance.

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

Things they have learned in one task can be used to meet the demands of a new task.

For example, knowledge about a product learned from their trainer can be used when talking to customers.
they will need time to follow through their action points and check their progress with those 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?

records of information they provided on their progress and achievements, how they used learning from one task to meet the demands of a new task, and ways 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.

Evidence must show they can provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3.