PRE-APPRENTICESHIP
Operating Manual
PRE-APPRENTICESHIP
Activity Plans Activity Plans should be drawn up and agreed with learners for every week that they are on the programme. It is, however, accepted that for the three different elements of Pre-Apprenticeship Routeway, there are going to be PRE-APPRENTICESHIP different documents required – this may also be dictated by awarding bodies involved. There is a standard Activity Plan for use for: • Functional Skills Delivery Controlled by Magdelene Howard • Vocational Delivery and PSD Controlled by Helen Manning The current Activity Plan templates which are available can be found in Annex Seven of this Manual. Timetabling & Differentiation One of the greatest challenges to Centres delivering the Pre-Apprenticeship Routeway is that of timetabling – trying to organise your tutors in order to cater for the very wide range of learner needs which you will identify. It is entirely expected that the tutor delivering vocational learning aims will not always be the same tutor delivering functional skills. However, in respect to the vocational learning aims it should be noted that this is Level 1 delivery – therefore extensive occupational competence is NOT required and at this level tutors can be quite multi-disciplined. In fact, this is vital to the successful operation of this programme. So too is the ability to differentiate between the learners, their varied learning styles and needs AND different learning aims – all of which could be in the tutorial room at the same time. However, provided that the tutor is trained and able to differentiate, even learners undertaking completely different learning aims to each other can benefit hugely from learning together in an open environment. Differentiation is of particular importance when dealing with learners who are of different levels in their English skills. The English initial assessment should inform a tutor sufficiently in order for them to be mindful of the level of vocabulary which they should be using when addressing the whole group, the more highly skilled and the more challenging learners who are in the room at any one time. Familiarity with the learner is absolutely vital to the success of this programme and therefore: • No one tutor should be the MAIN tutor for too many learners. MAIN tutors should have controlled caseloads – similar to work based learning assessors. Attendance Requirements and Early Leavers A learner is deemed to have withdrawn from the programme if they do not attend or are not active on the programme for a period of four weeks or longer.
NOT SEEN A LEARNER FOR FOUR WEEKS OR MORE? THEY MUST BE WITHDRAWN FROM THE PROGRAMME!!
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