Tutorial policy

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????????????????? Barnet College POLICY TUTORIAL POLICY Barnet College is committed to ensuring that learners have access to a tutorial programme, which is central to their learning experience, alongside a range of learner support services. Within this policy it is recognised that there will be different needs and expectations for different groups of learners, including Higher Education, part-time, ESOL and LLDD students. For learners on full-time / intensive programmes each tutor will support a group of learners, through the vehicle of a common cross-college tutorial programme. This programme will be student-centred and responsive to cohort needs. Each learner will receive an average of one hour per week taught group tutorial, although practical delivery may be more flexible across an academic year. With some flexibility where group size is large, learners can expect to receive at least two individual tutorial sessions per term. Curriculum managers will monitor and support personal tutors in this role. RESPONSIBILITIES OF THE PERSONAL TUTOR To facilitate delivery of an average of one hour per week group taught tutorial sessions, and individual tutorials, with the aim of promoting personal and academic development of every tutee. The tutor will be responsible for delivering: 1. Individual Academic Support through: an induction programme, including review of initial assessment of basic skills, an agreed learning ...

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• Publié par: Unna
• Nombre de lectures: 20
• Langue: English

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Barnet College POLICY

TUTORIAL POLICY

Barnet College is committed to ensuring that learners have access to a tutorial programme,

which is central to their learning experience, alongside a range of learner support services.

Within this policy it is recognised that there will be different needs and expectations for

different groups of learners, including Higher Education, part-time, ESOL and LLDD

students.

For learners on full-time / intensive programmes each tutor will support a group of learners,

through the vehicle of a common cross-college tutorial programme. This programme will be

student-centred and responsive to cohort needs.

Each learner will receive an average of one hour per week taught group tutorial, although

practical delivery may be more flexible across an academic year. With some flexibility where

group size is large, learners can expect to receive at least two individual tutorial sessions per

term. Curriculum managers will monitor and support personal tutors in this role.

RESPONSIBILITIES OF THE PERSONAL TUTOR

To facilitate delivery of an average of one hour per week group taught tutorial sessions, and

individual tutorials, with the aim of promoting personal and academic development of every

tutee.

The tutor will be responsible for delivering:

1. Individual Academic Support through:

¾

an induction programme, including review of initial assessment of basic skills,

¾

an agreed learning programme and timetable for each student,

¾

a personal tutorial for each individual students which sets targets and draws up an

action plan at least once per term, with reference to any additional support and

related action plans,

¾

monitoring of attendance, punctuality and progress, with termly action planning with

individual learners,

¾

tracking of progress on additional learning support and receipt of regular reports on

progress from ALS tutors,

¾

assistance in arranging careers interviews,

¾

advice and assistance on progression to further study/employment and appropriate

recording in any progress files,

¾

academic / job references,

¾

effective support with study skills and portfolio-building,

¾

development of, and embedding of literacy and numeracy key skills,

¾

application and review of stage 1 of the Student Conduct procedure, where

necessary, and co-operation with the implementation of further stages,

¾

information on student progress to parents or Guardians of students under 18,

¾

up to date student records (transfers, withdrawals, destinations and fee payment),

2. Individual Personal and Social support through:

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self esteem and confidence-building,

¾

support with “learning to learn”,

¾

support with development of interpersonal and relating skills, including management

of conflict,

¾

personal and social development, with exploration of differences in perceptions of

behaviour,

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¾

motivational and self-directive skills,

¾

cultural and religious awareness and tolerance.

3. In addition the personal tutor will be responsible for

¾

acting as the first point of reference for learners who may have difficulties from time to

time

¾

making referrals where appropriate to Student Services, Careers Information, Advice

and Guidance Services, Additional Learning Support, Connexions or Student Mentors

¾

encouraging students to adhere to the Student Code of Conduct, and College

Policies and Values

¾

encouraging students to contribute to the positive ethos of the College and the

creation of a safe, pleasant and stimulating environment

¾

developing a group identity among students and encourage a sense of belonging to a

caring, supportive community

4. Group taught tutorial sessions:

All full time learners will have an average of one weekly taught tutorial session following a

recommended cross-college scheme of work. These sessions will cover the key elements

of the Every Child Matters framework, ensure that study skills, and effective careers

advice and guidance and progression are embedded. Other colleagues, including YCT

and Student Mentors, and external agencies may be occasionally called upon to deliver

elements of the tutorial programme. In such cases the personal tutor should always be

present to manager the learning environment, except in situations where they are

concurrently supporting individual learners.

Every relevant level programme will also include Aimhigher as a discussion topic.

5. Tutorial support for part-time learners:

The College aims to audit key needs identified by part-time learners at the start of their

programme, and to meet these needs through existing services and resources. It is

recognised that some part-time learners will have specific provision made for individual

tutorials and tutorial plan review.

Part time learners will have a pro-rata’d entitlement, according to need and nature of

progression, which will include ,as a minimum:

¾

Induction to the College, its services and clear information on how to access them

¾

A part-time learner handbook

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Access to progression activities

¾

Access to careers materials, job-search and support for UCAS applications through

the learning centres

¾

Learning centre induction where appropriate

¾

On-line advice on benefits, childcare and finance, available through the learning

centres

¾

Access to resource materials on-line

6. Material Resources (MLE)

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Tutorial resources for group and individual delivery

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ILP proformas

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Example schemes of work for learners at different study levels

7. Impact Measures

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Observation of tutorial sessions

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¾

Discussion forums for learners for feedback on the policy and their experience of its

implementation