Delivering learning coaching functions in an organisation7
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The document discusses coping with transitions during adolescence from ages 14-19, including choosing courses, changing schools or classes, changes at home or with peers, and physical changes. It also discusses planning individual learning pathways by identifying goals, putting the learner's needs first, helping develop learning skills, understanding different types of learning, options in the local area, understanding adolescent needs and learning styles, and providing impartial advice and support.
Delivering learning coaching functions in an organisation7
- 1. 1 Coping with transition at key points of change during the 14-19 phase ï‚— Choices of courses for KS4 and Managing KS5 Change ï‚— Changing school or form class ï‚— Changes at home ï‚— Changes in peer group ï‚— Physical changes ï‚— The change from directed to self-directed learning
- 2. 2 ï‚— Help the learner to identify goals and develop a learning pathway to meet them Planning ï‚— Put learners learning needs first Help the learner to develop the skill of how to an ï‚— learn Individual ï‚— ï‚— Understand all aspects of Learning Pathways Value formal, non-formal and informal learning Learning ï‚— Aware of options available in local options menu Pathway ï‚— ï‚— Understand young people and their needs Understand learning styles and implications for programme choice ï‚— Understand access routes to personal support ï‚— Understand the role and value of professional careers advice to inform the Learning Pathway ï‚— Provide impartial advice