Exemplar Assignment Brief
|Week |Outcome |Content |Learner activity |Resources |Assessment |Stretch and support |
|2 |Identify sources of |Introduction to college/school services and |Teacher –led with guest speakers |Library staff |WTG-E3/2.2 | |
| |support |organisations that can support learners. |communicating information and |Gym staff |WTG-L1/E2.3 | |
| | | |answering questions |Connexions | | |
| | | | |Student finance staff | | |
|3 |identifying and |Complete Initial Profile |One to one with teacher identifying |IAG report, School/College Initial |WTG-E3/1.1, 1.2, 1.3 | |
| |explaining initial | |prior achievement, work experience, |profile and Initial diagnostic assessment|WTG-L1/1.1, 1.2, 1.3, 1.4 | |
| |goals | |career goal, enrichment/volunteering |results for LLN & ICT. | | |
| | |Induction assignment based on academic or |experience, course targets and review| | | |
| | |vocational programme |dates on progress. IDA results to | | | |
| | | |identify language, literacy, numeracy| | | |
| | | |& ICT needs | | | |
|4 |identifying and |Complete Initial Profile |One to one with teacher identifying |IAG report, school/college Initial |WTG-E3/1.1, 1.2, 1.3 | |
| |explaining initial | |prior achievement, work experience, |profile and |WTG-L1/1.1, 1.2, 1.3, 1.4 | |
| |goals | |career goal, enrichment/volunteering |Initial diagnostic assessment results for| | |
| | |Induction assignment based on academic or |experience, course targets and review|LLN & ICT | | |
| | |vocational programme |dates on progress. IDA results to | | | |
| | | |identify language, literacy, numeracy| | | |
| | | |& ICT needs | | | |
|5 |Understand what are |Definition of: |Whole class discussion establishing | | | |
| |short term & long |Short term goals |learners’ knowledge. | | | |
| |term goals |long term goals | | | | |
| | |SMART | | | | |
| | |Skills | | | | |
| | |Qualities | | | | |
| | | | | | | |
| |Introduction to the | |Find and watch a DVD of goal setting.|DVD clip and form - pairs of learners | | |
| |units Working towards| | |fill in after watching DVD. | | |
| |Goals & Dealing with | | | | | |
| |problems in daily | | | | | |
| |life. | |Whole class teaching-Introduction of | | | |
| | | |units, scheme or work, assessment |Scheme of work, whiteboard | | |
| | | |methods relating to the | | | |
| | | |skills/features identified in the | | | |
| | | |class discussion. | | | |
| | | |Q&A related to the DVD to give | | | |
| | | |examples of assessment criteria of | | | |
| | | |units | | | |
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|6 |Define a personal |Defining a short term & long term goal to |Teacher centred- explain how to |Whiteboard |WTG-E3/1.2 | |
| |goal |achieve, using a “River of Life” |construct a” river of life” and what | |WTG-L1/1.2 | |
| | | |learners will do with it in future | | | |
| | | |lessons. | | | |
| | | | | | | |
| | | |Learners construct a river of life |Flip chart paper and pens | | |
| | | |with at least one short term and one | | | |
| | | |long term goal | | | |
| | | | | | | |
| | | |In small groups learners share their | | | |
| | | |river of life and use in their first | | | |
| | | |1 to 1. | | | |
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| |Demonstrate an |What is a CV? |Teacher-led with examples of CVs |Examples of CVs – requesting work |WTG E3/1.1 | |
| |awareness of skills | |aimed at different |experience, looking for a full-time job, |WTG L1/1.1 | |
| |and qualities needed | |people/organisations-ask learners |applying for a course. | | |
| |for success in work | |what information could be on a CV. | | | |
| |and life. | |i.e. skills, qualities, education, | | | |
| | | |interests and what is the aim of the | | | |
| | | |CV, to find, work experience, | | | |
| | | |volunteering, apply for a course etc.| | | |
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| | | |Teacher-led explained to learners | | | |
| | |Define skills, qualities, education learners |that at the end of their studies they|Initial Profile and IDA results, |FS English |Learners may wish to |
| | |want to achieve it. |will be able to construct a CV to |Checklist of other skills qualities that |WTG E3/1.1 |use a computer to type|
| |. | |support working towards a goal from |are not covered in Initial Profile or |WTG L1/1.1 |their notes. This |
| | | |their “River of Life.” |IDA. | |covers FS ICT. |
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|7 |Identification of |Body language & group discussion in practice. |In a group of 3 take part in an | |WTG-E3/1.1, 1.2, 1.3, 2.1, |For more able learners|
| |strengths and areas | |informal discussion remind students | |2.2,2.3 |whilst having the |
| |for improvement to | |about body language/attitude. | |WTG-L1/1.1, 1.2, 1.3, 1.4, |discussion they could |
| |working towards a | | | |2.1, 2.2, 2.2, 2.3 |create a talk map to |
| |goal. | | | | |identify if they need |
| | |Introduce learners to ILPs |Learners self-assess their speaking | | |to improve their |
| | | |and listening skills to be used in |ILP | |skills of ensuring |
| | | |their ILP. | | |everyone contributes |
| | | | | | |equally. |
| | | |Teacher-led explanation of ILP and | | | |
| | | |process |Diagnostic assessment results, ILPs. | | |
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| |Planning how to meet |One to one tutorials |Teacher- led one to one tutorials to | | | |
| |agreed targets. | |help learners complete ILP. | | | |
|8 |Identification of |One to one tutorials. |Tutor led –one to one tutorials to |Diagnostic assessment results, ILP. |WTG-E3/1.1, 1.2, 1.3, 2.1, |Level 1 learners |
| |strengths and areas | |help learners complete ILP | |2.2,2.3 |complete their ILPs |
| |for improvement to | | | |WTG-L1/1.1, 1.2, 1.3, 1.4, |and use 1-to-1 with |
| |support working | | | |2.1, 2.2, 2.2, 2.3 |teacher to check |
| |towards goals. | | | | |targets are SMART. |
| | | | | | | |
| |Planning how to meet | | | | | |
| |agreed targets. | | | | | |
|9 |How to solve a |What are straightforward and complex problems?|Teacher led- Group discussion on what| |DWP- E3/.1.1, 1.2, .2.1 | |
| |problem | |is a problem. | |DWP- L1/1.1, 1.2, 1.3, 2.1,| |
| | | | | |2.2 | |
| | | |Using cards place them in the |Card game (see below Scenario cards & | | |
| | | |appropriate columns “Complex” |planning sheet - week 9) | | |
| | | |“Straightforward” | | | |
| | | |There is no wrong or right answer as | | | |
| | | |difference in type of problem relies | | | |
| | | |on the external environment and | | | |
| | | |location. Ask one or two groups of | | | |
| | | |students what would be the level of | | | |
| | | |problem if for e.g. mobile phone was | | | |
| | | |lost at home or lost on the bus. | | | |
| | | | | | | |
| | | |Teacher led discussion – on how SMART| | | |
| | | |can be applied. | | | |
| | | |When dealing with everyday problems | | | |
| | | |and the consequences of approaching a| | | |
| | | |problem in an inappropriate way. | | | |
| | | | | | | |
| | | |Give each group of learners a | | | |
| | | |scenario and planning sheet to | | | |
| | | |complete. | | | |
| | | | | | | |
| | | |Teacher-led, receiving feedback on | | | |
| | | |how each group attempted their |Activity 2-Scenario cards & planning | | |
| | | |problem and resources used. |sheet | | |
| | | | | | | |
| | | |Teacher makes a list of resources | | | |
| | | |used by all groups and ensures all | | | |
| | | |learners have this list to refer to | | | |
| | | |in future lessons | |WTG-E3/2.2 | |
| | | | | |WTG-L1/2.3 | |
| | | | |Whiteboard/smart board with printer | | |
|10 |How to solve problems|Dealing with money – The information different|Guest speakers on different aspects |Student liaison officer | | |
| |at work, college and |organisations/companies can provide and help |of finance. |Local or national bank | | |
| |home |available. | |Citizen advice bureau. |DWP-E3/2.3 | |
| | | | | |DWP-L1/2.2 | |
| | | |Learners add more sources of |List of resources from week 9 lesson | |Entry level 3 learners|
| | | |information to their resource list. | | |work in pairs to |
| | | | | | |identify new sources |
| | | | | | |of information for |
| | | | | | |their list |
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| | | |Learners identify an aspect of | |WTG-E3/2.2 | |
| | | |personal finance that they need to |ILP |WTG-L1/2.3 | |
| | | |develop. i.e. understanding interest | | | |
| | | |rates, managing their bank account, | | | |
| | | |how to get help with course fees etc.| | | |
| | | |and record this on their ILP | | | |
|11 |How to solve problems|How to construct a flowchart, spidergram |Teacher-led demonstration of how to | |FS English |FS ICT - For learners |
| |at work, college and | |construct a flowchart & spidergram. | | |who are confident in |
| |home | | | | |using ICT should be |
| | | |Short activity for learners to | | |encouraged to |
| | | |practice their understanding of how | | |construct their charts|
| | | |to construct these charts | | |on the computer. |
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| | |Explain how to complete problem solving |Teacher-led how to complete form with| | | |
| | |questionnaire |Q&A and examples to gauge learners |Problem solving questionnaire. (see below| | |
| | | |understanding. |– week 11) | | |
| | | | | | | |
| | | |Learners complete questionnaire with | | |Some learners will |
| | |Problem solving activity |appropriate support from their | | |need to talk to people|
| | | |teacher dependent on level. | |FS English. |outside school/ |
| | | | |Library resources i.e. , magazines, phone|DWP-E3/1.1, 1.2, 2.1, 2.2, |college; therefore |
| | | | |directories, internet |2.3, 3.1, 3.2. |this activity should |
| | | | | |DWP-L1/1.1, 1.2, 1.3, 1.3, |be continued as |
| | | | | |2.1, 2.2, 2.3, 3.1, 3.2, |homework. |
| | | | | |3.3. |E3 & L1 learners will |
| | | | | | |need to complete |
| | | | | | |question 6 to gain DWP|
| | | | | | |E3/1.2 and DWP-L1/1.3|
|12 |How to solve problems|Problem solving activity |Learners complete questionnaire with |Problem solving questionnaire (see |FS English. |Some learners will |
| |at work, college and | |appropriate support from their |below). |DWP-E3/1.1, 1.2, 2.1, 2.2, |need to talk to people|
| |home | |teacher dependent on level. | |2.3, 3.1, 3.2. |outside school/ |
| | | | |Library resources i.e. , magazines, phone|DWP-L1/1.1, 1.2, 1.3, 1.3, |college; therefore |
| | | | |directories, internet |2.1, 2.2, 2.3, 3.1, 3.2, |this activity should |
| | | | | |3.3. |be continued as |
| | | | | | |homework. |
| | | | | | |E3 & L1 learners will |
| | | | | | |need to complete |
| | | | | | |question 6 to gain DWP|
| | | | | | |E3/1.2 and DWP-L1/1.3|
|13 |How to solve problems|Small group tutorials organised according to |Learners present their problem and |Learners’ completed problem solving |FS English. | |
| |at work, college and |learners’ level |how they solved it. |questionnaire. |DWP-E3/1.1, 1.2, 2.1, 2.2, | |
| |home | | | |2.3, 3.1, 3.2. | |
| | | |Discussion on what was the best way | |DWP-L1/1.1, 1.2, 1.3, 1.3, | |
| | | |to tackle the problem; were all | |2.1, 2.2, 2.3, 3.1, 3.2, | |
| | | |options considered. Any other | |3.3. | |
| | | |difficulties. | | | |
| | | | | |WTG-E3/1.1, 1.2, 1.3, 2.1, | |
| | | | | |2.2,2.3 | |
| | | |Review ILPs | |WTG-L1/1.1, 1.2, 1.3, 1.4, | |
| | | | |ILPs |2.1, 2.2, 2.2, 2.3 | |
|14 |How to solve problems|Small group tutorials organised according to |Learners present their problem and |Learners’ completed problem solving |FS English. | |
| |at work, college and |learners’ level |how they solved it. |questionnaire. |DWP-E3/1.1, 1.2, 2.1, 2.2, | |
| |home | | | |2.3, 3.1, 3.2. | |
| | | |Discussion on what was the best way | |DWP-L1/1.1, 1.2, 1.3, 1.3, | |
| | | |to tackle the problem; were all | |2.1, 2.2, 2.3, 3.1, 3.2, | |
| | | |options considered. Any other | |3.3. | |
| | | |difficulties. | | | |
| | | | | |WTG-E3/1.1, 1.2, 1.3, 2.1, | |
| | | | | |2.2,2.3 | |
| | | |Review ILPs | |WTG-L1/1.1, 1.2, 1.3, 1.4, | |
| | | | |ILPs |2.1, 2.2, 2.2, 2.3 | |
|15 |Working effectively |How important it is to assign roles when |Teacher introduction to case study |Case study and Target setting & Review |WTG-E3/1.1, 1.2, 1.3, 2.1,|To maximise learning |
| |as part of a group |working in a group and identification of |and how to complete targets. |(see below – week 15 ) |2.2, 2.3 |outcomes for level 1 |
| | |learners’ strengths and areas of development. | | |WTG-L1/1.4, 2.1, 2.2, 2.3 |learners for |
| | | | | | |WTG-L1/1.1, 1.2, 1.3 |
| | | | | | |they need additional |
| | |Activity |In groups of 4 conduct case study | | |questioning by the |
| | | |–learners must first have a | | |teacher. |
| | | |discussion in their group and then | | | |
| | | |complete the target setting form | | | |
| | | |before they can continue with the | | | |
| | | |case study | | | |
|16 |Working effectively |Activity |Case study |Target setting (see below) |WTG-E3/1.1, 1.2, 1.3, 2.1, |To maximise learning |
| |in a group | | |Complete case study |2.2, 2.3, 3.1, |outcomes for level 1 |
| | | | | |WTG-L1/1.4, 2.1, 2.2, 2.3 |learners for |
| | | | | | |WTG-L1/1.1, 1.2, 1.3 |
| | | | | | |they need additional |
| | | | | | |questioning by the |
| | | | | | |teacher. |
|17 |Working towards a |Presentation of case study |Learners’ individually complete peer |Case study & Peer assessment form (see |WTG-E3/3.1, 3.2, 3.3 | |
| |goal | |assessment for another group |below) |WTG-L1/3.1, 3.2, ,3.3, 3.4 | |
| | | |identified by their teacher. | | | |
| | | |Groups meet to discuss how their | | | |
| | | |presentation went. What could have | | | |
| | | |been improved? | | | |
| | | | | | | |
| | | |Learners start to complete individual| | | |
| | | |reviews. |Review (see below) | | |
|18 |Working towards a |Presentation of case study |Discussion on the other group’s |Case study & Peer assessment form (see |WTG-E3/3.1, 3.2, 3.3 | |
| |goal | |presentation and agree a joint peer |below) |WTG-L1/3.1, 3.2, ,3.3, 3.4 | |
| | | |assessment form for that group. | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | |Each group receives written feedback | | | |
| | | |from peers and completes individual | | | |
| | | |reviews |Review (see below) | | |
| | | | | | | |
|19 |L1-Be able to |Target setting and review |Student centred – individuals review |ILPs completed target setting & review, |WTG-E3/1.1, 1.2, 1.3, 2.1, |Level 1 learners will |
| |identify and explain | |ILPs from week 4 & 5 and incorporate |peer assessment from case study 1 |2.2, 2.3, 3.1, 3.2, 3.3 |need oral questioning |
| |their goals. | |review and target setting from case | |WTG-L1/1.1, 1.2, 1.3, 1.4, |from teacher to ensure|
| |Prepare an action | |study 1 and actions with teacher. | |2.1, 2.2, 2.3, 3.1, 3.2, |WTG –L1/1.3 is covered|
| |plan to meet their | | | |3.3, 3.4 | |
| |goals | | | | | |
| |Be able to review | | | | | |
| |progress towards | | | | | |
| |achieving their goal | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | |Learners complete individual |Assignment brief-solving an everyday |DWP-E3/1.1, 1.2, 2.1, 2.2, | |
| | | |assignment |problem. |2.3 | |
| | | | | |DWP-L1/1.1, 1.2, 1.3, 2.1, | |
| | | | | |2.2, 2.3 | |
|20 |Identify and explain |Target setting and review |Student centred – review ILPs and |ILPs & assignment – solving an everyday |WTG-E3/1.1, 1.2, 1.3, 2.1, |Level 1 learners will |
| |goals. | |actions with teacher. |problem |2.2, 2.3, 3.1, 3.2, 3.3 |need oral questioning |
| |Action plan to meet | | | |WTG-L1/1.1, 1.2, 1.3, 1.4, |from teacher to ensure|
| |goals. | |Learners complete individual |Assignment brief-solving an everyday |2.1, 2.2, 2.3, 3.1, 3.2, |WTG –L1/1.3 is covered|
| |Review progress | |assignment |problem. |3.3, 3.4 | |
| |towards achieving | | | | | |
| |goals. | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | |DWP-E3/1.1, 1.2, 2.1, 2.2, | |
| | | | | |2.3 | |
| | | | | |DWP-L1/1.1, 1.2, 1.3, 2.1, | |
| | | | | |2.2, 2.3 | |
|21 |Identify and explain |Target setting and review |Student centred – review ILPs and |ILPs & assignment – solving an everyday |WTG-E3/1.1, 1.2, 1.3, 2.1, |Level 1 learners will |
| |goals. | |actions with teacher. |problem |2.2, 2.3, 3.1, 3.2, 3.3 |need oral questioning |
| |Action plan to meet | | | |WTG-L1/1.1, 1.2, 1.3, 1.4, |from teacher to ensure|
| |goals. | |Learners complete individual |Assignment brief-solving an everyday |2.1, 2.2, 2.3, 3.1, 3.2, |WTG –L1/1.3 is covered|
| |Review progress | |assignment |problem. |3.3, 3.4 | |
| |towards achieving | | | | | |
| |goals. | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | |DWP-E3/1.1, 1.2, 2.1, 2.2, | |
| | | | | |2.3 | |
| | | | | |DWP-L1/1.1, 1.2, 1.3, 2.1, | |
| | | | | |2.2, 2.3 | |
Scenario Cards & Planning Sheet Week 9
Scenarios
|Leaking washing machine |Car accident |
|Choosing a course of study |Lost purse |
|Somewhere to live |Lost mobile phone |
|How to get to work |Where to go on holiday |
|Dealing with conflict |Car accident |
|Complex |Straightforward |
|Train station |England |
|Workplace |At home |
|College/School |Motorway |
|Abroad |High street |
Scenario Cards & Planning Sheet Week 9
Planning sheet
Problem title: _____________________________
a) What do you need to do to solve this problem?
• To find ______________________________
• To fix _______________________________
• To choose ___________________________
• To resolve ___________________________
b) What steps do you intend need to take to solve this problem?
1.
2.
3.
4.
5.
c) What external materials/resources do you think you’ll need to solve this problem?
d) Do you need to ask for help? And who from?
Scenario Cards & Planning Sheet Week 9
e) What will be the consequence of not solving this problem?
Questionnaire Week 11 & 12
PROBLEM SOLVING QUESTIONNAIRE
Learners produce a list of common problems identified in home, work or college/school life.
They then choose a problem and answer the following questions below
1. Can you explain what the problem is and how it might affect you or others?
2. What are the different ways/ideas you might use to solve this problem?
3. Who might help you to solve this problem?
4. Choose one of your ways/ideas to solve this problem? Which one is it?
5. What is your plan of action to solve this problem? Describe the steps you intend to take.
6. Have you spoken to an appropriate person about your plan of action? Who were they and did they suggest any changes?
7. How will you check you are following your plan? (I.e. discussions with your teacher, completing an action plan etc.)
8. How did you check that your problem had been solved? (You can include photos, video clips, ILP, minutes of meetings etc.)
9. How well did your plan work?
10. What did not go well?
11. How might you improve your skills in solving problems?
Case Study: Design A Poster Week 15
CASE STUDY
DESIGN A POSTER TO ADVERTISE A SPORTING EVENT. (E.g. World Cup, charity event)
Choice of target audience:
• Group of men aged 18-24 years old
• Retired couple
• A family with 2 teenage children
• A family of 3 with 2 children aged 6 & 8
ROLES
Researcher – Finds and gathers information. Works with others to help them use the information.
Leader – Organises the group. Ensures deadlines are met. Keeps people on tasks. Helps everyone.
Creative director – Has ideas, helps to develop other people’s ideas. Ensures ideas meet the needs of the target audience.
Art designer – Turns ideas into designs and helps others do this.
Each member of the group must complete an individual learning plan after their first discussion with the group.
PEER ASSESSMENT
|Name of group |Who I think the presentation was aimed at? |Strengths of the presentation |Areas for improvement of the presentation |Score out of 5 |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Target setting
After your first meeting with your group you must complete this form to identify what your role is and what you need to do to help the group complete the task.
|Name: Date: |
|Task/Goal: |
|How did your group decide who would did what, in this task? |
| |
| |
| |
|What are your individual targets? |
|1) |
|2) |
|3) |
|4) |
|What skills do you need to improve to meet your targets? I.e. discussion skills, research skills, spelling or vocabulary book, ICT, |
|numeracy skills etc. |
|1) |
|2) |
|3) |
|4) |
|What steps do you need to take, to achieve your targets? |
|1) |
|2) |
|3) |
|4) |
|5) |
|6) |
|When do you need achieve your targets by? |
|1) |
|2) |
|3) |
|4) |
|When will you review your targets? |
|1) |
|2) |
|3) |
|4) |
|Who can help you to achieve your targets? |
|1) |
|2) |
|3 |
|4) |
|Teacher’s Name: __________________________ |
|Teacher’s Signature:________________________ I agree these targets are appropriate |
Review sheet
|Name: |Task/Goal: |
| |Date |Date: |
|Did you follow your action plan? Did you need to change anything i.e.| | |
|targets? | | |
|Did you meet your deadline date? (Which ones) | | |
|Who helped you? | | |
|Did you use any additional resources? What were they and how did you | | |
|obtain them. | | |
|Which targets did you meet? What evidence have you got on how you | | |
|achieved these targets? | | |
|Did your group complete the task/goal? What went well and if there | | |
|any issues what were and how were they resolved. | | |
|Describe what you learnt from doing this task/goal. | | |
|How could you improve your performance in the future? | | |
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PERSONAL AND SOCIAL DEVELOPMENT
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PERSONAL AND SOCIAL DEVELOPMENT
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