Glass Industry Apprenticeship Framework Leaflet - GQA Qualifications
Objectives of the framework Create a modern workforce
Help tackle the intermediate skills gaps in the UK by increasing the number of glass apprentices. Academic study combined with on the job experience will create a modern class of craftsmen and technicians with transferable skills.
Develop existing workforce
Provide opportunities for existing staff in the glass industry, to up-skill and equip them with the skills and knowledge to allow them to respond effectively to the changes in new product development, new markets, technological advances, legal and environmental requirements.
Develop skills and raise industry standards
Provide quality, glass industry specific skills development for those who wish to attain the highest possible standards within their chosen occupational area and work to their greatest potential.
Career progression opportunities
Provide career progression into employment at higher levels within the glass industry or, for those who wish to pursue additional learning in a Further or Higher Education arena.
Attract new recruits
Address the current skills gap and an ageing workforce within the glass industry by attracting new recruits from diverse backgrounds.
2
Apprenticeships The UK has an ageing workforce where there is a real danger that invaluable skills will be lost. Apprenticeships are an effective training tool which: • Ensure business continuity • Transfer skills, expertise and knowledge • Ensure that workforces learn the best skills for your business • Keep valuable skills ‘in the family' Apprenticeships in the glass industry comprise of 5 elements:
Competence
A relevant work based qualification such as GQA's QCF NVQ qualifications (See pages 4 and 5)
Knowledge
The appropriate qualification from GQA’s Level 2 and Level 3 Certificates in Glass Related Operations or the Level 2 Award or Level 3 Certificate in Knowledge in the Principles of the Glass Related Working Environment will cover this requirement. (See Pages 4 and 5)
Functional / Key Skills (England) Essential Skills (Wales)
Transferable skills that could include communication, application of number, information and communications technology, working with others and problem solving (optional)
Employment Rights and Responsibilities
This is covered within the GQA knowledge qualifications at Levels 2 and 3, as a specific unit that must be achieved and evidenced within the candidates portfolio. The Proskills ERR workbook is still available and can be used as contributory evidence towards achievement.
Personal, Learning and Thinking Skills (PLTS) Applicable to England only (See pages 6 - 8)
3
Personal Learning and Thinking Skills (England Only)
PLTS are made up of 6 groups of skills, which represent the qualities and skills required for success in learning and life.
1 . Independent Enquirers 2. Creative Thinkers 3. Reflective Learners
4.Team Workers 5. Self-Managers 6. Effective Participators
Learners will have opportunities to develop, apply and assess all the PLTS elements within their chosen Apprenticeship / Advanced Apprenticeship Framework. PLTS is covered within the Glass Industry Apprenticeship framework and its assessment must be integrated with the assessment of the main competence and knowledge units. • PLTS should be integrated within the assessment criteria to explicitly recognise the application of these skills in sector related contexts • PLTS are to be considered as an integral part of the planning, review, assessment and guidance cycle that is adopted as Apprentices progress through the areas of principal learning • PLTS don't have to be in each individual unit • PLTS have to be formally assessed in an Apprenticeship. For each group of skills, a focus statement sums up the range of skills alongside a a set of outcome statements to indicate the skills, behaviours and personal qualities associated with each group. Each group is distinctive and coherent but also interconnected. Learners are likely to encounter skills from several groups in any one learning experience. For example, Independent Enquirers set goals for their research with clear success criteria (Reflective Learners) and organise and manage their time and resources effectively to achieve these goals (Self-Manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of occupational and learning contexts. PLTS must be recorded as part of the Apprentice’s portfolio and cross references should be made to any supporting evidence to demonstrate the effective application of the referenced elements of the skill.
Personal Learning & Thinking Skills (PLTS)
PLTS
6
Focus:
1
Individuals process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and wellreasoned decisions, recognising that others have different beliefs and attitudes. Outcomes:
• Identify questions to answer and problems to resolve • Plan and carry out research, appreciating the consequences of decisions • Explore issues, events or problems from different perspectives • Analyse and evaluate information, judging its relevance and value • Consider the influence of circumstances, beliefs and feelings on decisions and events • Support conclusions, using reasoned arguments and evidence
Creative Thinkers Focus:
2
Individuals think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Outcomes:
• Generate ideas and explore possibilities • Ask questions to extend their thinking • Connect their own and others’ ideas and experiences in inventive ways • Question their own and others’ assumptions • Try out alternatives or new solutions and follow ideas through • Adapt ideas as circumstances change
Reflective Learners Focus:
3
Individuals evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Outcomes:
• Assess themselves and others, identifying opportunities and achievements • Set goals with success criteria for their development and work • Review progress, acting on the outcomes • Invite feedback and deal positively with praise, setbacks and criticism • Evaluate experiences and learning to inform future progress • Communicate their learning in relevant ways for different audiences
Personal Learning & Thinking Skills (PLTS)
Independent Enquirers
7
Focus:
4
Individuals work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Outcomes:
• Collaborate with others to work towards common goals • Reach agreements, managing discussions to achieve results • Adapt behaviour to suit different roles and • Situations, including leadership roles • Show fairness and consideration to others • Take responsibility, showing confidence in themselves and their contribution • Provide constructive support and feedback to others.
Self-Managers Focus:
5
Individuals organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and selfimprovement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Outcomes:
• Seek out challenges or new responsibilities and show flexibility when priorities change • Work towards goals, showing initiative, commitment and perseverance • Organise time and resources, prioritising actions • Anticipate, take and manage risks • Deal with competing pressures, including personal and work-related demands • Respond positively to change, seeking advice and support when needed • Manage their emotions, and build and maintain relationships
Effective Participators
6
Focus:
Individuals actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Outcomes:
• Discuss issues of concern, seeking resolution where needed • Present a persuasive case for action • Propose practical ways forward, breaking these down into manageable steps • Identify improvements that would benefit others as well as themselves • Try to influence others, negotiating and balancing diverse views to reach workable solutions • Act as an advocate for views and beliefs that may differ from their own.
Personal Learning & Thinking Skills (PLTS)
Team Workers
8
Completion Certificate Claims Whilst the competence and knowledge qualifications are certificated by GQA, the Apprenticeship Framework certificate is issued by Proskills. Certification claim forms can be downloaded from http://www.proskills.co.uk/file_download/331 All claims for Apprenticeship certificates should be made through Proskills. Proskills UK 85b Milton Park Abingdon Oxfordshire OX14 4RY
10
t: 0114 272 0033
w: gqaqualifications.com
e: [email protected]
GQA Qualifications, Unit 1, 12 O'clock Court, Attercliffe Road, Sheffield, S4 7WW
Help tackle the intermediate skills gaps in the UK by increasing the number of glass apprentices. Academic study combined with on the job experience will create a modern class of craftsmen and technicians with transferable skills.
Develop existing workforce
Provide opportunities for existing staff in the glass industry, to up-skill and equip them with the skills and knowledge to allow them to respond effectively to the changes in new product development, new markets, technological advances, legal and environmental requirements.
Develop skills and raise industry standards
Provide quality, glass industry specific skills development for those who wish to attain the highest possible standards within their chosen occupational area and work to their greatest potential.
Career progression opportunities
Provide career progression into employment at higher levels within the glass industry or, for those who wish to pursue additional learning in a Further or Higher Education arena.
Attract new recruits
Address the current skills gap and an ageing workforce within the glass industry by attracting new recruits from diverse backgrounds.
2
Apprenticeships The UK has an ageing workforce where there is a real danger that invaluable skills will be lost. Apprenticeships are an effective training tool which: • Ensure business continuity • Transfer skills, expertise and knowledge • Ensure that workforces learn the best skills for your business • Keep valuable skills ‘in the family' Apprenticeships in the glass industry comprise of 5 elements:
Competence
A relevant work based qualification such as GQA's QCF NVQ qualifications (See pages 4 and 5)
Knowledge
The appropriate qualification from GQA’s Level 2 and Level 3 Certificates in Glass Related Operations or the Level 2 Award or Level 3 Certificate in Knowledge in the Principles of the Glass Related Working Environment will cover this requirement. (See Pages 4 and 5)
Functional / Key Skills (England) Essential Skills (Wales)
Transferable skills that could include communication, application of number, information and communications technology, working with others and problem solving (optional)
Employment Rights and Responsibilities
This is covered within the GQA knowledge qualifications at Levels 2 and 3, as a specific unit that must be achieved and evidenced within the candidates portfolio. The Proskills ERR workbook is still available and can be used as contributory evidence towards achievement.
Personal, Learning and Thinking Skills (PLTS) Applicable to England only (See pages 6 - 8)
3
Personal Learning and Thinking Skills (England Only)
PLTS are made up of 6 groups of skills, which represent the qualities and skills required for success in learning and life.
1 . Independent Enquirers 2. Creative Thinkers 3. Reflective Learners
4.Team Workers 5. Self-Managers 6. Effective Participators
Learners will have opportunities to develop, apply and assess all the PLTS elements within their chosen Apprenticeship / Advanced Apprenticeship Framework. PLTS is covered within the Glass Industry Apprenticeship framework and its assessment must be integrated with the assessment of the main competence and knowledge units. • PLTS should be integrated within the assessment criteria to explicitly recognise the application of these skills in sector related contexts • PLTS are to be considered as an integral part of the planning, review, assessment and guidance cycle that is adopted as Apprentices progress through the areas of principal learning • PLTS don't have to be in each individual unit • PLTS have to be formally assessed in an Apprenticeship. For each group of skills, a focus statement sums up the range of skills alongside a a set of outcome statements to indicate the skills, behaviours and personal qualities associated with each group. Each group is distinctive and coherent but also interconnected. Learners are likely to encounter skills from several groups in any one learning experience. For example, Independent Enquirers set goals for their research with clear success criteria (Reflective Learners) and organise and manage their time and resources effectively to achieve these goals (Self-Manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of occupational and learning contexts. PLTS must be recorded as part of the Apprentice’s portfolio and cross references should be made to any supporting evidence to demonstrate the effective application of the referenced elements of the skill.
Personal Learning & Thinking Skills (PLTS)
PLTS
6
Focus:
1
Individuals process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and wellreasoned decisions, recognising that others have different beliefs and attitudes. Outcomes:
• Identify questions to answer and problems to resolve • Plan and carry out research, appreciating the consequences of decisions • Explore issues, events or problems from different perspectives • Analyse and evaluate information, judging its relevance and value • Consider the influence of circumstances, beliefs and feelings on decisions and events • Support conclusions, using reasoned arguments and evidence
Creative Thinkers Focus:
2
Individuals think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Outcomes:
• Generate ideas and explore possibilities • Ask questions to extend their thinking • Connect their own and others’ ideas and experiences in inventive ways • Question their own and others’ assumptions • Try out alternatives or new solutions and follow ideas through • Adapt ideas as circumstances change
Reflective Learners Focus:
3
Individuals evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Outcomes:
• Assess themselves and others, identifying opportunities and achievements • Set goals with success criteria for their development and work • Review progress, acting on the outcomes • Invite feedback and deal positively with praise, setbacks and criticism • Evaluate experiences and learning to inform future progress • Communicate their learning in relevant ways for different audiences
Personal Learning & Thinking Skills (PLTS)
Independent Enquirers
7
Focus:
4
Individuals work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Outcomes:
• Collaborate with others to work towards common goals • Reach agreements, managing discussions to achieve results • Adapt behaviour to suit different roles and • Situations, including leadership roles • Show fairness and consideration to others • Take responsibility, showing confidence in themselves and their contribution • Provide constructive support and feedback to others.
Self-Managers Focus:
5
Individuals organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and selfimprovement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Outcomes:
• Seek out challenges or new responsibilities and show flexibility when priorities change • Work towards goals, showing initiative, commitment and perseverance • Organise time and resources, prioritising actions • Anticipate, take and manage risks • Deal with competing pressures, including personal and work-related demands • Respond positively to change, seeking advice and support when needed • Manage their emotions, and build and maintain relationships
Effective Participators
6
Focus:
Individuals actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Outcomes:
• Discuss issues of concern, seeking resolution where needed • Present a persuasive case for action • Propose practical ways forward, breaking these down into manageable steps • Identify improvements that would benefit others as well as themselves • Try to influence others, negotiating and balancing diverse views to reach workable solutions • Act as an advocate for views and beliefs that may differ from their own.
Personal Learning & Thinking Skills (PLTS)
Team Workers
8
Completion Certificate Claims Whilst the competence and knowledge qualifications are certificated by GQA, the Apprenticeship Framework certificate is issued by Proskills. Certification claim forms can be downloaded from http://www.proskills.co.uk/file_download/331 All claims for Apprenticeship certificates should be made through Proskills. Proskills UK 85b Milton Park Abingdon Oxfordshire OX14 4RY
10
t: 0114 272 0033
w: gqaqualifications.com
e: [email protected]
GQA Qualifications, Unit 1, 12 O'clock Court, Attercliffe Road, Sheffield, S4 7WW
