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Study Programme AFIs (AFI Level 2 & Level 3 Pass Rates, AFI Value…
Study Programme AFIs
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AFI Progression; level 1 to level 2, year 1 to year 2, level 3 to HE, into employment
AFI English & Maths; Functional skills pass rates, GCSE high grades, GCSE progress**
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Are students well enough prepared for external assessments and exams? Do they have exam preparation (mocks). Is there sufficient formative assessment to prepare them for the assessment? Does formative assessment provide them with feedback to help the, to improve in appropriate areas
Do students have the right study skills to gain higher grades? Do the staff analyse the qualification content and assessment to identify skills needed? Is there a diagnostic assessment of students existing skills mapped to the skills that they will need? Are there opportunities for students to develop these skills?
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Do students have regular progress reviews? Do they know whether they are on track to achieve? Do they know what to do if they fall behind or struggle with work?
Are students at risk of falling behind or not achieving identified quickly? Are actions to address the issues causing under performance effective?
Do student know at the start of the programme what progression routes are available? Is this reinforced regularly? Do students have a progression plan?
Do students have opportunities to experience possible progression routes work experience, guest speakers, taster days, speaking to other students etc)
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Do students have target grades and do they know the progress that they are making towards achieving them?
Do students have the wider skills that they need to be successful (study skills, communication skills, )? Do staff know where students skills gaps are and plan to address them?
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Is formative assessment frequent enough for staff and students to assess progress? Does feedback provide sufficient guidance on what to do to improve and make progress?
Are students starting points assessed effectively? Do staff and students know what their skills gaps are and are targets set to address this?
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Does teaching build on knowledge and skills that the student already has? Is learning personalised to ensure learners develop the skills and knowledge that they were lacking at the start of the course?
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Are main qualifications clearly mapped to progression routes?Are they the most appropriate qualifications for a range of options including jobs, HE and the next level
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