Prison Service Order

ORDERNUMBER4200

Education and Training

The Prison Service EducationCurriculum Framework(The Core Curriculum)

Date of Initial Issue 17/7/1997Issue No

PSI Amendments should be read in conjunction with the PSO

Date of Further Amendments

Amendments can be tracked in the numerical index.

01/08/97 PSI 62/1997

THE PRISON SERVICE NATIONAL EDUCATION CURRICULUM FRAMEWORK

(The Core Curriculum)

Contents

Chapter 1 Basic Skills

Chapter 2 Information Technology

Chapter 3 Quality Assessment and Monitoring of Education Provision

Chapter 4 Record of Achievement

Chapter 5 Social and Life Skills

Chapter 6 Open Learning

Contact:

Penny RobsonChief Education OfficerRegime Service (Education Services)Advance House15 Wellesley RoadCroydon

Telephone: 0181 760 1816

July 1997

Order Ref No 4200 Chapter 1 Page 1

CHAPTER 1: BASIC SKILLS

1.1 Basic skills is defined as:

a. The ability to read, write and speak English and use mathematics at a level necessary to function and progress at work and in society in general. (Additionally for those who speak Welsh as a first language the above definition is amended by the substitution of Welsh for English).

b. English for speakers of other languages (ESOL).

1.2 Qualifications/accreditation - to be available in all prison Education Departments by 31 December 1996 must include:-

a. Entry (previously foundation) level Wordpower and Numberpower.

b. Level 1 Wordpower and Numberpower.

c. For ESOL students the Pitmans ESOL examination at level basic, elementary and intermediate.

d. Wordpower and Numberpower is required to be in place in all establishments. Where prisoners are in custody for short periods of time it may be more appropriate to offer accreditation through the Associated Examination Board achievement tests in literacy and numeracy.

e. In all cases progress must be recorded in a manner consistent with the national record of achievement.

1.3 The national curriculum framework recognises that level 2 communications and numeracy (Wordpower and Numberpower) should be included as part of the core curriculum. Accreditation at level 2 will be based on prisoners' needs. age profile and tvpe of establishment and may include Wordpower, Numberpower, GCSE and GNVQ. Advice on this area of accreditation will be issued at a later date.

1.4 All Education Departments must have gained the Basic Skills Agency quality mark by 30 April 1977.

1.5 Assessment of need must be ascertained by all education providers using and recording the results of the Basic Skills Agency screening test. The screening test is to be offered to all prisoners. It is essential that the results of these tests are recorded and transferred with the prisoner (see Annex D of the Basic Skills Agency screening test). The above assessment of needs must have been implemented by 31 December 1996.

Order Ref No 4200 Chapter 1 Page 2

1.6 Delivery of basic skills: In order to raise basic skills standards a variety of methods may be used:

a. Formal basic skills classes

b. “Drop-in”/workshop facilities

c. Integrated classes/supported learning.

1.7 It is recognised that departments may use a combination of the methods shown in 6(a) to (c).

1.8 It is inappropriate for basic skills students to be provided assistance by distance learning or cell study methods unless absolutely necessary.

1.9 It is recommended that where formal basic skills classes are provided, attendance should be on a half time basis as a maximum and should not be treated as a full time course.

1.10 The Basic Skills in the Workplace Project will add a further method of delivery.

1.11 Resources: governors are advised of the need to make sufficient funding available in order that appropriate, relevant, up to date and good quality learning materials are provided. Additionally, funding will be required to finance the accreditation schemes.

Order Ref No 4200 Chapter 2 Page 1

CHAPTER 2: INFORMATION TECHNOLOGY

2.1 Security

2.1.1 There are a number of clear security risks associated with the use of IT equipment by prison inmates and whilst IT is, and must remain an essential part of the prison core curriculum, it is vital that the contractor’s staff and Vocational Training instructional Officers (VT 10s) are alert to possible breaches of security.

2.1.2 In particular, establishments are urged to install network systems wherever possible (see below).

2.2 Networks

2.2.1 All new installations of 10 stations or more must be networked using client-server architecture. Systems of this type provide maximum benefits in terms of software shareabillity, user monitoring, ease of maintenance and above all, security.

2.2.2 Wherever possible, older systems should be converted to networking where this is feasible. It will normally only be possible to convert existing computers to run with industry standard software if the processor type is 486 or better.

2.2.3 Establishments seeking further advice should contact PSITS or Education Services (through your education and training adviser.

2.3 Computer specification

2.3.1 The current recommended minimum specification for stand-alones and clients is:

PC – Pentium 95 or better16 MB RAM850 MB hard diskWindows 95 OS

2.3.2 Guidance on the specification for servers and networks can be obtained from PSITS or Education Services.

Order Ref No 4200 Chapter 2 Page 2

2.4 Software specification

2.4.1 Microsoft Office for general applications and cross curricular work, including word processing, spreadsheets, databases and presentational graphics.

2.4.2 The Instructor/lecturer in the establishment is best placed to determine the application package suited to a particular course or module which is outside the general IT area, ie CAD or CAL packages.

2.5 Communications

2.5.1 All establishments are licensed to use BT Connect as a means of communication and information gathering. Contractors are required to install BT Connect onto a suitable system to enable electronic transfer of student ROAs and performance data in the near future.

2.5.2 Contractors who experience difficulty should contact Education Services for assistance.

2.5.3 Note that students must NOT have access to the ST system, which would be installed in the coordinator’s office, or in another secure room.

2.6 Accreditation

2.6.1 Accreditation at the basic level must be through RSA CLAIT.

2.6.2 IT forms part of the Prison Service core curriculum and must be offered in every education department. Accreditation above basic level will depend on the purpose of the IT training being provided, but as a guide, IBT2 (CLAIT 2) is suitable for general applications and ''occasional user'' training and NVQ is more suitable for vocational training.

Order Ref No 4200 Chapter 3 Page 1

CHAPTER 3: QUALITY ASSESSMENT AND MONITORING OF EDUCATION PROVISION

3.1 Introduction

3.1.1 A rolling programme of education provision assessment began in July 1996in line with the recommendations of the National Framework for PrisonEducation Consultancy Report.

3.1.2 Assessing the quality of provision is an essential part of managing the education contract and must be undertaken by education and training advisers in collaboration with the governor or his/her representative, the Education Contractor and education coordinator. The quality standards and indicators which will be used in assessing the provision of education are found in ''Assessing the Quality of Education and Training in Prisons''.

3.1.3 A programme of assessment will be implemented so that all Education Contractors of prison education will have had their provision, in at least two establishments, (as appropriate) assessed before the re-tendering process commences. Contractors will be required to reach a minimum standard, in accordance with the system of grading detailed in the quality monitoring and assessment procedures. Following each assessment, contractors' provision will be graded and a plan for development will be drawn up with agreed targets and timescales so that improvement of education provision can take place, where appropriate. Contractors will have therefore a reasonable amount of time to improve their grading, if appropriate, and thus meet the required standard for consideration in tendering.

3.2 The process of assessment

3.2.1 This system aims to measure the provision of education in prisons both in a qualitative and quantitative sense. The assessment process will include vocational training and construction industry training courses. Oral and written comments relating to the contractor's schedule 2 commitments will be included in the reporting procedures. Comments relating to CIT and VT delivery, and not included In any schedule 2 responsibilities, will not form part of the final grading of the contractor's delivery. Such comments would be for information of the establishment's managers.

3.2.2 A minimum of two education and training advisers will undertake an assessment of education provision over a period of two days in collaboration with the governor or his representative and the Education Contractor. It is essential that the Education Contractor appoints a member of staff who will be able to liaise with visiting advisers and be present during the two day visit. The named liaison person will have a clear role in providing background information on the education provision and for ensuring that continuity takes place.

Order Ref No 4200 Chapter 3 Page 2

3.2.3 Prior to carrying out each assessment there is an initial meeting with the governor, Education Contractor and education coordinator to agree the dates and areas to be assessed. Governors, Education Contractors and education coordinators must have copies of the quality assessment and monitoring procedures which include quality standards and indicators for all key areas. Supporting documentation must be made available to the education and training adviser team prior to the assessment visit in accordance with the acceptable evidence detailed in the quality assessment and monitoring procedures and after discussion with the local education and training adviser.

3.2.4 During the visit, the assessment team will assess the quality of education provision using the assessment methods explained in the quality assessment and monitoring procedures. Oral feedback will be given to the governor or his/her representative, the Education Contractor and education coordinator at the close of the assessment visit.

3.3 Assessment reports

3.3.1 After the visit, a written report will be produced which will expand on the oral feedback. A meeting will be arranged to discuss the content so that a development plan can be drawn up by the team for monitoring the development of recommendations contained in the report. It will be the responsibility of local education and training advisers to monitor the progress of development plans at individual establishments through education contract meetings and to provide professional advice and guidance in terms of achieving the targets therein.

Order Ref No 4200 Chapter 4 Page 1

CHAPTER 4: RECORDS OF ACHIEVEMENT

4.1 The Record of Achievement (ROA)

4.1.1 The record of achievement to be adopted by the Prison Service is the current national record of achievement as recommended in “A National Framework for Prison Education”, the report of the consultancy into prison education undertaken in 1994.

4.1.2 In its present form the ROA is not suitable for adults and the Department for Education and Employment will be launching an adult version at some point in the future. In the meantime the standard ROA, modified for adult prisoners, will be used throughout the Prison Service. Contractors were given notice of the introduction of the ROA in advance, therefore implementation is immediate.

4.2 Use of the ROA

4.2.1 Contractors are required to adopt the attached record of achievement in all establishments. A set of ROA documentation is attached to this part of this Order.

4.2.2 ROAs must be initiated for all students who attend education on a full or part time basis with the exception of those attending leisure courses in the evening.

4.2.3 It is not expected that every section will be completed for every inmate, this would be impractical in most local prisons, but as a minimum the personal details and the student’s individual action plan must be complete for every student.

4.2.3 Employment history: Students should be encouraged to complete this section themselves, perhaps as part of an introductory IT lesson. The saved details can then be transferred to the centre’s administration computer.

4.2.4 Qualifications and credits: These must be entered for all students in YOIs, training prisons and other long term establishments. Local prisons are also encouraged to complete this section where time permits. Only verifiable qualifications should be entered.

4.2.5 Qualifications gained whilst in an establishment MUST be entered in this section irrespective of the type of prison.

4.2.6 Health and safety competencies, local or national, must also be entered in this section.

4.2.7 General: The ROA must not reflect the prison environment, and the names of Prison Service establishments must not appear anywhere in the

Order Ref No 4200 Chapter 4 Page 2

document, so, for example, the personal details section would list the student as having studied at Clarendon College and not at HM Prison, Ranby.

4.2.8 Prison details must be restricted to the NRA Transfer Cover Sheet (see below).

4.3 NRA transfer cover sheet

4.3.1 It is anticipated the ROA will replace the F2055A. Most of the details relating to the educational and training experience of the inmate will be contained within the ROA. This additional sheet is for prison specific details and the records of Basic Skills Agency assessment scores. Education staff are not expected to duplicate information by using the current F2055A in addition.

4.3.2 The cover sheet is not part of the ROA and should not therefore be issued to students. It will however, become an accountable document and must be sent together with the ROA to the next receiving establishment when an inmate is transferred. Transfer of the documents should be made as soon as possible after the inmate leaves, and certainly within one week.

4.4 Electronic transfer of ROAs

4.4.1 It is anticipated that the Prison Service will require contractors to transfer cover sheets and ROAs electronically in the near future through the medium of BT Connect. Further details are provided in the IT implementation statement.

Order Ref No 4200 Chapter 5 Page 1

CHAPTER 5: CORE CURRICULUM – SOCIAL AND LIFE SKILLS

5.1 The Social and Life Skills Curriculum for Prison Service establishments must be offered based on one of 3 accredited courses. Each of the 3 courses represents one of 3 stages which progress in difficulty.

5.2 Stage 2 The Basic Skills Tests in Life Skills accredited by AEB. This syllabus for this test is suitable for HMYO1 establishments.

Stage 2 The Social and Life Skills Programme accredited by OCN. Eleven Units of which 3 must be chosen representing 60 teacher contact hours. The syllabus is suitable for all Prison Service establishments.

Stage 3 The Diploma in Achievement accredited by the Oxford and Cambridge Board..

The syllabus for this exam is suitable for long term prisoners of high academic achievement only.

5.3 Courses at levels 1 and 3 have syllabuses provided by the awarding body and should only be taught by Contractors' Education staff.

5.4 Courses at Level 2 accredited by OCN and copyrighted by Education Services are offered at 2 levels, level 1 and level 2. The units for this are available through Education Services based on a Handbook which lists the 11 units, the learning outcomes, the assessment criteria and the indicative course content. This stage may be taught by Education Contractors' staff, Prison Officers and/or Probation Officers so long as the course programme is coordinated by a member of the Education Contractors' teaching staff and the course programme criteria met.

5.5 The Social & Life Skills element of the Core Curriculum must be in place by 1 September 1997.

Order Ref No 4200 Chapter 6 Page 1

CHAPTER 6: OPEN LEARNING

6.1 Outreach Teaching, Hours Ordered and Student Hours

6.1.1 Teacher Contact Hour means an hour during which a teacher has engaged directly with inmates in accordance with an order to teach issued by the department.

6.1.2 Outreach is defined as: Where a teacher delivers one-to-one tuition in aplace away from a formal classroom - usually in-cell or on the wing.

6.1.3 Where a group of students in a classroom undertake various and differing learning programmes with one teacher as a facilitator this is to be treated as a normal class activity, ie Teaching Hours and Student Hours to be calculated in simple arithmetic terms.

6.2 Specification of open learning teaching

6.2.1 When Open Learning teaching takes place in a classroom/workshop and when programmes of work have been defined and progress is recorded, that will constitute an orderable activity and a Schedule 1 should be raised. Provided that learning support is offered by a teacher responsible for that class/course, that class/course can be an orderable activity.

6.2.2 Classes provided exclusively for OU students cannot be ordered. Any assistance provided for OU students, whether tutorial or classroom based, should not be part of the teaching order. Any additional costs for OU work would represent double funding as tutorial support has been paid centrally.

6.2.3 Any work with OU students should be part of Schedule 2 duties butstudent hours may be collected.

6.3 Student hours generated (individual tuition)

6.3.1 This represents the student hours generated by students receiving individualtuition, for example on the wing or one-one work in workshops.

6.3.2 When carried out on an individual basis, no matter how many students are taught the total number of student hours generated cannot exceed one student hour per teaching hour.

6.3.3 Since the teacher is only working with one student at a time, the student hours will be identical to the teaching hours. So for example if Teacher A spends 3 hours per week on the wings and visits 5 students, then the student hours will still be 3 hours. If in addition Teacher B spends 2 hours per week on one-one teaching in workshops with 4 inmates, the students hours generated will be 2 hours. Hence the total student hours generated on individual tuition will be Teacher A’s time + Teacher B’s time, ie 3 + 2 = 5 student hours.

I

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Order Ref No 4200 Chapter 6 Page 2

6.3.4 Schedule 2 Duties. Visiting prisoners on a one-one basis to provide information, to conduct interviews or to issue and/or collect material are all duties contained within Schedule 2. Such duties cannot be invoiced as part of the teaching order and cannot generate student hours.

6.4 Workshop based learning

6.4.1 There is a growing trend towards workshop based learning in prisons, bothfor specific subjects and for open learning.

6.4.2 While workshops are a valuable mode of delivery in that they provide students with the opportunity to learn and develop at their own pace, it is possible for them to become too passive.

6.4.3 Teachers who use workshops as their main method of delivery should beencouraged to vary their programmes to include study skills sessions, micro teaching, seminars and class discussions in order to encourage and promote the socialization process, so important in prison education.

6.5 Library

6.5.1 PLAs may be able to offer open learning or resourced based learning within current Service Level Agreements. This would not be an orderable activity as it would be available from a different provider. There are a number of useful models that could be considered, eg HMP Drake Hall.

NationalRecord of

Achievement

THE

NATIONAL RECORD

OF

ACHIEVEMENT

NationalRecord of

Achievement

Personal Details

Your NameAddress

Date of Birth

List of schools, colleges and training centers attended.

NationalRecord of

Achievement

Employment History

Your NameAddress

Date of Birth

National Insurance No

Job title and details, employer and address

NationalRecord of

Achievement

Qualifications and Credits

Subject/qualifications/credits and awarding body, level/result and date achieved:

National

Record ofAchievement

Individual Action Plan

Name

Programme Personal Tutor

Target (Module Date Set Target Date Date Achieved Tutor

Tutor’s Comments

Signed (Student) …………………………………………. Date: ………………………

Signed (Tutor) …………………………………………….. Date: …………….………..

ETAS

NRA Transfer Cover Sheet

Note this sheet is NOT part of the NRA and should not be used to the student.

Name Prison Number LRD

Transfer Record

Establishment Arrived Departed Destination

Comment

Contact

Establishment Arrived Departed Destination

Comment

Contact

Establishment Arrived Departed Destination

Comment

Contact

BSA Assessment

Testing Establishment Date Numeracy Literacy