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All full-time students are entitled to a minimum of two one-to-one tutorial sessions per semester. These sessions form a key part of all full-time learning programmes/courses. The following gives general guidance on the process. The paperwork needed to record the process is contained later in this file.
1.2 The delivery and timing
Each student should receive 4 individual progress reviews (IPRs) throughout the year. Each review should last 15 minutes and be delivered, whenever possible, in a private setting. The IPRs take place either following each group tutorial or at scheduled weeks during the year in place of the group. These sessions can be one or one and half-hours plus half an hour 'planning time'.
1.3 The purpose
Individual tutorials can achieve a range of purposes but for most students on most occasions, the one-to-one tutorial offers focused time to benefit their individual learning. In this sense the purpose of the sessions are to:
Improve self-awareness; identify strengths and weaknesses
Improve academic performance through clear targets and actions
Give the opportunity to discuss key issues such as performance, attendance, behaviour
Identify barriers and discuss support
Increase self-esteem, confidence and personal growth
Promote a commitment to change where change is needed
1.4 The process
The process needs to:
Encourage personal reflection to clarify where and how progress has been made and where and how further progress is needed
Recognise and celebrate achievements to re-enforce personal confidence and growth
Promote high expectations that are challenging but not overwhelming
Set goals and targets and actions to achieve them
Provide support and encouragement without removing responsibility
Help resolve conflicting priorities
1.5 The documentation
Each tutor will have a paper based IILP and also separate IPR record sheets.
Before the session students should be asked to ask to reflect on their performance over the last weeks and to review their strengths and weaknesses and considering targets and actions for improvement. The student and tutor will agree targets and actions at the IPR, which will be completed by both parties at the session.
1.6 The stages
To achieve the above, all the following stages need to be undertaken:
Setting the climate
2.0 Monitoring and Improving Performance
Self-assessment, target setting and action planning are key elements to the process of monitoring and improving a student's performance and are a key part of the tutorial programme. This process allows students to:
Evaluate their own strengths, abilities and barriers to learning
To monitor their own performance and progress
To identify areas for development and how to achieve them
To seek help where necessary
To become independent learners
Target setting and action planning are a key part of the tutorial programme. There are 5 elements to the process:
1. Initial Self-assessment at Induction and on going through course
Identify/review strengths and areas for improvement
Set general career and learning aims
4. Continuous review of progress and resetting targets
2. Complete the Initial Individual Learning Plan
3. At ILP Review: setting initial expectations and action planning
Initial self assessment is carried out during induction
Induction is also used to complete core data of the IILP and to explain the IPR process of target setting and action planning to monitor and improve performance
The Individual Learning Plan will record the student's current position and general, career and learning goals and set initial targets
The week before each IPR session, students should review their skills, evaluate their progress on their targets and set new ones.
At each IPR the progress towards the targets will be discussed, and evaluated and recorded.
2.3 Self Assessment
Good self-assessment is a skill that in itself needs to be developed. Many students (and indeed tutors) find the process difficult. We are unused to being reflective about what we have done and often lack the vocabulary or confidence to do this.
At induction student will be given the opportunity to self assess in three areas:
Skills and Qualities - personal qualities and characteristics
What kind of student are you? - approaches to learning
Learning styles preference
This is the time to introduce to students the purpose and importance of self-assessment. In order to develop and improve students need to understand themselves as a student. This is part of the learning process and when done well can improve performance by recognising and then concentrating on the things that are preventing students from progressing and doing well. This then leads to the setting of clear targets and actions to actually do something to address these issues and improve performance.
In order to develop the skill, self assessment should be a continuous process where a student is given the opportunity on a regular basis at the end of teaching sessions to review their progress to date and to consider 3 key issues:
What went well and why? (strengths/ achievements)
What did not go well and why? (areas for improvement)
What have I learnt from this that I may need to do differently in the future? (targets and action plans)
This could be delivered in a simpler format. e.g.
What bits of the lesson, assignment, workshop sessions did you enjoy.
What was not so enjoyable?
Can you explain why?
What would you do differently?
The 'why?' is the hardest part of the question. Provide your students with a framework that allows them to think of their strengths and weaknesses in a systematic way.
A general framework is shown below, as is a template for self-assessment that can be used in the tutorial sessions on self-assessment before each IPR.
2.4 Setting Targets and Actions
The clear setting of targets and action plans can be very motivational for a student. They should give the student a strong sense of direction about what they have to achieve to improve and specifically what action they need to take to achieve it.
The targets should be directly related to the areas of improvement and strengths identified through the self-assessment process. They should relate to the totality of a student's performance and cover any aspects that may impact on that performance.
The targets and action plans should show:
What needs to be done
How it needs to be done
How much time it will take
Who or what will be needed to help them
Below are some examples of good and poor target setting
Complete Module 6
keep on top of work
work hard and complete level 1
do well at placement &complete assignment
practical assessments and complete unit
draft my personal statement for my UCAS form
do a study diary
research some career options
Read UCAS form guidance, make photocopies of form, talk through ideas for what to include with X,Y,Z, Prepare first draft by October 10th
Spend 15 mins a day for the next 3 weeks working on percentages, ratios and volumes from the workbook
Speak to Careers Adviser at Careers Drop In Service, Use Careers information including software programmes in library to identify work area, Use this information to explore range of jobs in chosen work area.
3.0 Conducting the Individual Progress Review
Students like "..being listened to and respected." Research tells us that "..the presence of a significant adult makes a difference" to the learning experience. The ILP Review is a valuable opportunity for you to hear what is going to enable the student to learn.
Remember that a key indicator of a successful session is that the student does most of the talking and the tutor "actively listens".
Read and reflect on these guidance notes
Explain purpose of one-to-one sessions during group tutorial at Induction
Ask students to complete a self assessment framework in a group tutorial before the IPR
Gather data on attendance, work completion (subsequent to first review)
If you need to, prepare a set of "open" questions
There needs to be clarity about the purpose of the sessions (providing evidence of progress, reflecting on performance, and setting targets for improvement). By making sure that you and the student know why the meeting is taking place it will be more productive than a friendly "how are things going?" chat (or, still worse, the not so friendly "Well, things aren't going too well, are they? Variety) Crucially, the centrality of the individual review to the student's learning programme needs to be signalled clearly from the outset (in Induction). If you "sell" these sessions half-heartedly as "one of those cross-college processes we just have to go through" that is what they will become.
3.2 Setting the Climate
Ensure that the room and furniture are arranged to support a private discussion
Ensure that discussion takes place free from interruption
If the purpose of one-to-one tutorials is to build self-esteem as a prelude to improving performance it will be critical to build the right climate. Part of this is ensuring that the pre-session preparation has taken place and then that the session happens in a confidential environment, free from interruption where the full focus is on the student.
Tutor and student start work from student's self-assessment
Students talk, tutors listen
Use open questions
Student and tutor identify and celebrate success
Student identifies areas for development
"People are generally better persuaded by the reasons which they have themselves discovered, than by those which have come into the minds of others."
Effective tutoring is about communication. The one-to-one session needs to be a dialogue where the student communicates his/her aspirations, successes, needs, problems and solutions and the tutor communicates interest, care, enthusiasm and support. Skills central to this process are:
Good listening involves:
Looking interested in the learner
Keeping up with the student's reflections and ideas
Avoiding making early judgements
Using non-verbal signs to encourage or agree
Timing silences so that they indicate reflection but do not result in uncertainty
Giving advice while the student is talking
and remembering that:
One of the key success indicators for one-to-one sessions is that the student does most of the talking.
Initially avoid filling in the form and give your full attention to the student. Use the first 5 minutes to listen and detect any detail which "tells the story". Perhaps begin by asking:
"How have you found your first few weeks in college?"
and then listen to how they feel so far - it will tell you a lot about them.
3.6 Using Open Questions
Skilful questioning can help the tutor develop a deeper understanding of the student and help them to a better understanding of their learning. It is crucial for tutors to know what type of question to ask and when to ask them.
Use the student's actual words and check that any summation you make is accurate. With each of your interventions wait for the response and consider encouraging further detail with, for example:-
"Tell me some more about thatâ€¦.."
"What you say is important / sounds importantâ€¦â€¦"
"Sounds like you are sure about / not sure aboutâ€¦â€¦.?"
"That sounds good / hard / interesting / difficult
"We need to note this down. .We can check progress next time.."
As tutors, you need to think carefully about the framing of your questions. Just how open and broad the question can be will depend on the individual student and the stage they are at in their development. For example, asking a Foundation student at the start of their course "What are your strengths (or areas for improvement)?" may not work. Think back to your first job interview and remember the difficulties you probably had in answering just such a question. To enable the student to arrive at this self-assessment will probably take a bit of probing. For example, as a start:
Can you tell me what you hope to achieve by coming to college?
What is/was your time-keeping like at work/school?
Can you tell me about anything you particularly enjoy(ed.) about your school/work/social life?
Can you tell me about something that you have done at home/school/work that you feel particularly proud of?
How do you feel about the college so far?
These questions, for example, could result in identified strengths such as:
Clear career aim; successful experience of working in a team; good time keeping; feels positive about the college and wants to be here.
3.7 Setting targets
Setting long-term and short-term targets can be motivational for students. Long-term goals articulate the vision for the future. Short-term targets can encourage stretch through measured bursts of learning activity. Action points specify how targets are to be achieved. This is discussed in section below.
Check understanding of targets
Ask if there are any questions student wants to ask
Be positive and supportive
Set date for next meeting
Thank student for attending
It is essential to end the session in a positive way so that the student is clear about what he or she needs to do and has the confidence to do it. Tutors need to encourage students to summarise the actions agreed. Many students will find this difficult but it is important that they own the actions. It is better for the tutor to prompt the students to help them to summarise rather than to do it all themselves.
Prompts could be:
What did you say you wanted to do about organising your work time?
How were you going to improve your research?
Can I remind you aboutâ€¦â€¦.
We spoke earlier aboutâ€¦â€¦â€¦
Can I suggest thatâ€¦â€¦â€¦â€¦â€¦
3.9 Record keeping
It is essential that the tutor and the student keep a record of the session on their IPR and that these are used to prepare for the following session.
4.0 First Review: Initial Individual Learning Plan (IILP)
4.1 What is an Initial Individual Learning Plan?
The College IILP is a document, which records an initial assessment of the student's achievements, abilities and aspirations from which to monitor and record and review progress throughout the year. This will include:
Qualifications including highest level achieved
Relevant qualifications to course
Literacy and Numeracy Initial Assessment and Diagnostic results
Identified Learning Support needs
Student support referral
This information should be completed by the end of week 1.
4.2 IILP Discussion
This provides a chance to ensure the student is aware of their own learning profile e.g. learning support, learning styles and to discuss what this means and how it will impact on their learning. Invite the student to refer to their self-assessment process. Talk to students about their Diagnostic results especially in the context of IELTS results. Explain the important of literacy and numeracy skills and how these will be developed in their course and for some students, through additional learning support
This is also the time to check with students about their longer term plans, set expectations of performance and behaviour and to agree some initial targets including course aims
The tutor to learn more about those things in the student's life which could impact on their learning
The student to articulate learning and career aims
The student to identify their own areas of strengths and those for improvement from the self assessment process
to identify any barriers and together explore ways of surmounting any possible obstacles
Setting of initial expectations (see below)
Check on suitability of programme and arrange transfer if necessary
Students will have completed self-assessment questionnaires in induction
Tutors already complete first page of the IILP
Tutor to complete second section of form with student.
Student to take a copy of both
5.0 The Individual Progress Reviews
Student to continue to develop self-assessment skills
To look at progress statistically in terms of attendance, work completed and grades
To build on work of IILP Review and follow up where appropriate
To review progress against initial targets and set new targets as appropriate
Identify achievements and barriers to success
Student to bring completed self-assessment and new targets
Tutor and student to each have their copy of any previous IPR documents
Note attendance data is essential for this meeting
Where possible you should complete a group tutorial on self-assessment. In this session students will have:
Further reviewed their own strengths, weaknesses, qualities and skills and their progress on the course
Completed self assessment framework
Reviewed their initial targets and provisionally set new ones
5.2 Sections on Form
5.2.1 What do I want to do next? Career Aim
Check with the student that their aim is relevant and realistic. Relate their aim to the qualifications they will need to achieve it. Amend if necessary. Make sure the career aim is as specific as possible ie not something in finance but what type , what type of business, where
Focus on the importance of attendance; remember the aim is 100% and this should always be the target. If attendance is below this it must be firmly addressed and if appropriate use the disciplinary process to issue verbal or other warnings and agree actions for change. It is useful to make attendance improvements a target and can be part of the areas for improvement.
Where students are struggling to recognise their achievements offer your feedback - "I can see that your attendance is satisfactory/that you are determined" (if true!) As tutor consider referring for counselling support if you think there may be an emotional content to the struggle.
5.2.3 Strengths/ Areas for Improvement
Strengths - What has the student achieved since starting the course?
Students are more likely to remain motivated if their work is recognised by you and you demonstrate that you have heard what their self-assessment is: -
"I can see that you have done well here."
"Its good that you can tell me how you are helping yourself succeed"
If the student is hesitant start by offering one such as:
"Well I can see from what you have told me that you are committed / interested / keen / know yourself / have prepared very well"
Focus on achievements and be generous with praise. Try to ensure the achievements are not just course related but also apply to behaviour, attitude, study skills etc.
Difficulties (Areas for Improvements) - perhaps say
" Can you tell me about one area which you think you are going to need to work on"
Highlight areas of concern that you have: be firm and clear about what you are not happy with and why especially in terms of impact on their own achievement or of others.
Identify barriers eg Outside commitments affect college work -
"and is there anything that will stop you getting through college?"
"how are you planning to manage?"
Avoid overwhelming the student and listen to their ideas and plans
Encourage the student to work out what is getting in the way
Help the student identify what needs to happen to make that improvement
5.2.4 Setting Expectations
There are 4 criteria, which have been identified as critical factors in both predicting and influencing success for a student. Each of these (as shown below) should be given a grade 1 to 10 (where 10 is high) to indicate the actual and expected level of performance for the first term of the course. You should also predict an expected course grade or level.
Course Performance/ Meeting Deadlines
Study Skills/ Approach to Learning
5.2.5 Setting Targets and Actions
These 'targets' will form the basis for evaluating performance at the next IPR. The target is the area in which they need to work; the actions are what they need to do to improve on these areas eg;
Target: Punctuality: arrive 5 minutes before the start of all classes for the next 3 weeks
Actions: Look up the bus timetables, match to college timetable, allow an extra 10 mins each day to arrive, arrange that you wake up at a set time.
They should be specific and detailed. Ask yourself if, when the student leaves the sessions, they have a clear and strong sense of what they personally need to do to improve their performance. The targets or actions should be linked to the areas for improvements previously identified.
At this stage students are still likely to be unclear what targets to set and will need help and guidance from you to set meaningful targets. Seeking and asking for help is an important part of the skill of independent learning. Encourage students to identify who can help and the role they played.
If there are external issues affecting the student's performance ensure an appropriate referral to student support is made.
Discuss the students Learning Literacy Numeracy needs and progress. Refer to their diagnostic results.
Did the student achieve their targets? If not why not?
Evaluate the performance of the student on the key target criteria to date. See how this varies from the ones set. Discuss reasons for not falling below the expectations and praise the meeting or exceeding of the targets where possible linked to specific actions that the student has done that has helped them to achieve this. Eg "You have been setting aside half an hour a day to review your notes and that is really helping your course performance"
It is most helpful to get the students to identify their own progress. However, give feedback where you can see something that they are not recognising. Encourage them to work out exactly what helped them to achieve their target as this will help with future action plans.
You really persevered and did not give up. Excellent!
Are you saying that planning your time made a difference?
It is important to get the student to: -
Celebrate their achievements and recognise how they succeeded, and/or
Identify what still needs doing / what has not worked to achieve their SMART Targets and why this has not worked. This process can to lead to a revised action plan, addressing previous obstacles thus enabling the original target to be amended and achieved.
Agree with the students the targets for the next period. This should be in discussion and negotiation about what is realistic whilst still being challenging.
5.2.6 On Track to Achieve
At the IPR you need to identify if the student is on track to achieve their qualification with a target grade where relevant. The object is to clearly identify those who are performing poorly and who may be unlikely to achieve.
This must be discussed with your Course Team Leader and an action plan devised support any students at risk of not achieving.
6.0 Career Planning Agreement (CPA)
Career Planning: To ensure that the student has made arrangements for the next step e.g. progression to the next year of the course, employment or further/higher education and to record those arrangements
The final stage of the IPR process is a Career Planning agreement document. This will allow you to record, through discussion with the student their career plans. There are four options:
Continuing in FE
Continuing in HE
Moving to Employment
Not yet sure
Plus referral section
6.2 Completing the form
With the student complete the relevant section. Make sure that you believe the career plan is realistic and relevant and that the student has taken the necessary steps towards achieving it e.g. completed an application form for the next level course. If the student is not sure, discuss options that are available and what needs to be done to move on.
Use the IPR as the opportunity to ensure that the student is clear about their next step and has made arrangements to get there. For example, if the student wishes to take another course at the college ensures that they have researched opportunities (prospectus, course information sheet, and interview with the Careers Manager) and completed and submitted an application form.
B TutoriaL - Group SESSIONS
A Tutorial - ONE to ONE SESSIONS 2
1.0 INDIVIDUAL REVIEWS - OVERVIEW 2
1.1 Introduction 3
1.2 The delivery and timing 3
1.3 The purpose 3
1.4 The process 3
1.5 The documentation 3
1.6 The stages 4
2.0 Monitoring and Improving Performance 4
2.1 Summary 4
2.2 Elements 4
2.3 Self Assessment 5
2.4 Setting Targets and Actions 5
3.0 Conducting the Individual Progress Review 6
3.1. Preparation 6
3.2 Setting the Climate 7
3.1The Dialogue 7
3.4 Listening 7
3.5Opening minutes 8
3.6 Using Open Questions 8
3.7 Setting targets 9
3.8 Closure 9
3.9 Record keeping 9
4.1 What is an Initial Individual Learning Plan? 9
5.0 The Individual Progress Reviews 10
5.1 Summary 10
5.2 Sections on Form 11
6.0 Career Planning Agreement (CPA) 13
B TutoriaL - Group SESSIONS 15
1.0 Group Tutorial Programme 17
1.1 Summary 17
1.3 Elements of the programme 17
1.4 Learning Outcomes for Group Tutorials 17
1.5 Materials 18
2.0 Tutorial Programmes 18
2.1 Entitlement 18
2.2 Modifying your Programme 18
2.3 Building Your Own Tutorial Programme 18
3.0 Group Tutorial Sessions 19
Overall attendance to date 20
What have been my main achievements, where have I made significant progress? 20
College of Banking and Financial Studies Appendix 2 21
Progress on Course 21
1.0 Group Tutorial Programme
45 min or 1 hour session delivered over the course of the year
Range of options grouped into 5 main themes
Programme to be built according to the needs and levels of the students
The group tutorial programme is made up of a series of 45 minute - one-hour sessions scheduled throughout the year. The number of group tutorial sessions varies from 10 to 20./25
The group tutorial programme is the time for students to develop a wider range of skills that will help them not just in their main course of study but also in development as an individual and in preparation for the their next steps into further study or work.
The sessions should be structured, planned lessons that fulfil a specific and stated learning aim.
These tutorials are a compulsory part of a student's learning programme and must be taken seriously by the tutor and the benefits clearly explained to the students.
The sessions also allow the students to develop skills, knowledge and information outside their main course of study such as, healthy eating and personal safety. It is also the time to allow group discussion and debate on key issues related to the student experience at college and that will feed into the Student Services
1.3 Elements of the programme
The programme must have:
A range of elements during the year covering the main themes
space for at least 3 IPR's,
sessions on either career/progression planning and for Level 3 groups, HE options and UCAS preparation
Time for student voice work; preparation for student council or curriculum feedback sessions and feedback from these events
For the remaining sessions you can:
follow the set programme for each level with given sessions for each week
modify the set programme with alternative sessions appropriate to your students
build a personalised programme by selecting from the options in negotiation with your students
1.4 Learning Outcomes for Group Tutorials
Like any lesson, a group tutorial session needs to have a clear learning outcome that can be communicated and explained to students and which allows you to assess if the lesson has achieved its aims. Without outcomes the programme can flounder in the 'why are we doing this - what's the point' issue so commonly heard from students. This leads to de-motivation and disengagement from the process. Yet tutorials very clearly serve a purpose; the problem is that the aims are often not explicit to either students or staff.
To overcome this, the tutorial programme is to be built on the following themes:
Studying for Success
learning styles, study habits, study skills, note taking, writing skills, self assessment, giving and receiving feedback, debating skills,target setting, research methods, time management
Personal Skills 1
listening ,team work, communication skills, conflict management, assertiveness
Personal skills 2
personal safety, healthy eating, stress management, financial management
Moving on/ Work Readiness
Career choices, options, CVs, HE choices, preparing UCAS applications, work readiness, pay, employment rights, financial management, employer expectations
Equality and Diversity
Anti bullying, identities, cultural awareness, disability awareness
rights and responsibilities, community work
Any tutorial session, group or individual may achieve one or more of these outcomes depending on how it is delivered and these should be clearly stated within the lesson plans.
The lesson outlines can be used as the basis for individual lessons but should always be adapted into specific lesson plans appropriate and relevant to the students, i.e. related directly to the curriculum.
2.0 Tutorial Programmes
This section contains tutorial programmes for English Language Foundation Programme students and Professional Study groups. This is the college's default programme and is what you will be expected to deliver unless you have agreement to modify the programme.
All full-time students are entitled to receive a minimum of 12 hours of group tutorial sessions in the year. They will also receive a 15 minute one-to-one Individual Progress Reviews. A tutorial scheme of work must be included in your course handbook and discussed with your students at induction.
2.2 Modifying your Programme
The Tutorial programmes are an outline. Within this framework modifications can, and in many cases should, be made according to the needs of your group. For example, professional Study groups will probably need to spend several sessions on HE Research or study skills. The group tutorial scheme of work should be agreed with your Course Manager.
2.3 Building Your Own Tutorial Programme
If you choose to build your own tutorial programme you need to do the following.
Work with your team or students to decide on the group tutorial sessions you would like to deliver
Produce a tutorial scheme of work. Include the compulsory sessions for IPRs
Add the sessions you wish to deliver throughout the year to create a new tutorial scheme of work
Agree with your course manager
The programme should have a mix of learning outcomes that will allow the students to be exposed to a range of experiences. You will need to select those most relevant to the needs of the group and the level at the appropriate time.
3.0 Group Tutorial Sessions
The programme at each level is built around 6 themes or modules. The set tutorial programme gives a guide of what can be covered in each of these areas but you can decide to introduce your own elements or include external visits or guest speakers.
The six modules are:
Module 1: Studying for Success
Module 2: Personal Skills 1
Module 3: Personal Skills: 2
Module 4: Moving on/Work Readiness or Progression to HE/What next?
Module 5: Equality and Diversity
Module 6 Citizenship; rights and responsibilities, community work
College of Banking and Financial Studies Appendix 1
Monitoring Student Progress: Individual Progress Review Career Planning Agreement
Overall attendance to date
Comments on attendance:
What have been my main achievements, where have I made significant progress?
what do I still
need to work
on? Areas for
Career Planning Agreement: Please complete the appropriate section 1,2, 3 or 4
Confirm Career Aim
1. Staying in Education: FE
Staying at CBFS
Moving to a new college
Next level in this subject
A new subject
2. staying in Education: HE
Name of college /university
Name of course:
Plan if you do not get required
3. moving to Employment
Already got a job arranged
Name of Employer:
Job Title/Nature of work:
Related to course
Need further training
Related to Career Plan (from previous IPR)
4. Not sure of Next Step: Referral to Careers / Student Services
I would like to talk to Careers/Student Service staff about my career plan
Mobile Phone No.
College of Banking and Financial Studies Appendix 2
Monitoring Student Progress: Individual Progress Review (IPR)
Attendance: Expected Course Target
If below 85% discuss specific actions to improve
For the main areas below discuss with the student their Strengths - what have they done well? What areas have they improved on since their last review? and Areas for improvement - what do they still need to work on? Are there any barriers?
Then set agreed target(s) and specific actions that will help the student reach their targets.
For each of the criteria, mark on a scale of 1 - 10 where you think you currently are and where you would like to be ( 10 is the highest)
Motivation and Effort
Progress on Course
Progress on Course
Skills for Life: Literacy, Language or Numeracy
Other Aspects: attendance, attitudes to learning; study skills, behaviour
Actions: What do I need to do to meet my target and to improve and progress? By when?
Be specific and detailed.
Likely achieve course target: Yes/ No/ Maybe
Student support Referral? To: