IMPROVING OWN LEARNING AND PERFORMANCE – INTRODUCTION
TO THE RECORDING DOCUMENTS
These recording documents have been produced by OCR to support centres and candidates in
recording assessment and tracking evidence for the key skill Improving own Learning and
Performance.
Internal assessment focuses on Part B of the standard, but candidates should be familiar with all
aspects of Part A to ensure they have acquired the associated techniques and knowledge (‘know
how’) they will need in applying the wider key skills to their particular context.
The recording documents are designed to record candidates’ reflections on, and understanding of
the process underpinning the activities they undertake (Part A), as well as Part B of the standard.
Therefore OCR strongly recommends the use of this paperwork as, if completed comprehensively,
it will provide evidence of both Part A and Part B. At all levels product evidence (eg documents
produced as part of the activity) should be included in the portfolio where appropriate to support
the statements made by the candidate, supervisor and assessor.
Supervisor’s comments
It is anticipated that some candidates will gather evidence from their work-based activities. It
would be appropriate therefore for the candidate’s supervisor to comment on the candidate’s
performance. A number of the documents therefore provide the opportunity for the candidate’s
supervisor to make comments on their performance.
It may be that the person supervising the candidate is also the assessor. In this case the assessor
should use this space on the form to provide feedback.
Where a supervisor provides comments and feedback, the assessor is responsible for judging the
validity of these witness statements. The assessor may need to confirm with the supervisor that
the evidence is genuine and ask questions to clarify points relating to the assessment criteria.
Comments provided by the assessor/supervisor should reflect the required assessment criteria.
Unit Summary Sheet
The Unit Summary Sheet has been designed to:



Summarise and record evidence by component
Make provision for evidence references to be recorded to enable tracking
Signify that all components of the key skill have been evidenced.
Level 3
At level 3, a candidate-led approach to collecting and recording evidence is more appropriate and
therefore proformas have not been provided. Instead, Evidence Checklists have been provided to
help the candidate check that the evidence they intend to submit for assessment is
comprehensive. These checklists do not provide evidence of the candidate’s competence and
therefore there is no requirement to include them in the portfolio.
1
Assessing the evidence
In compiling the key skill portfolio, it must be clear that the evidence has been assessed against
the relevant key skill assessment criteria. Where a candidate’s work has been initially assessed for
instance against specific NVQ, AVCE, GCSE, AS or A level specifications, it should be assessed
separately for the key skill Improving own Learning and Performance and appropriate feedback
provided to the candidate. There must be clear signs of this assessment and feedback.
Evidence that is used to meet both the requirement of the main qualification (eg, NVQ, AVCE,
GCSE, AS or A level) and the key skill Improving own Learning and Performance, need not
necessarily exist in two copies. It must however be clearly cross-referenced in the key skill
Improving own Learning and Performance portfolio so that the centre’s internal moderator and the
OCR Moderator can readily find the evidence.
Supplementary Questions
The supplementary questions and guidance for assessors are at the back of this booklet.
2
IMPROVING OWN LEARNING AND PERFORMANCE - LEVEL 1
UNIT SUMMARY
Candidate
Provide at least two examples of meeting the standard for LP1.1, LP1.2 and LP1.3 (each
example should cover at least two targets). Overall, show you can use at least two different
ways of learning to improve your performance.
COMPONENT
Target 1
Example 1
LP1.1 Confirm your targets
and plan how to meet these
with the person setting them.
REFERENCE(S)
Target 2
Example 2
Target 1
LP1.2 Follow your plan, to
help meet targets and
improve your performance.
Target 2
Example 1
Example 2
LP1.3 Review your progress
and achievements in meeting
targets, with an appropriate
person.
Example 1
Example 2
I confirm that the evidence submitted is the candidate’s own work and that it meets all the evidence
requirements for this key skill.
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
3
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 1 –
CANDIDATE OUTLINE PLAN AND CONFIRMATION SHEET (EXAMPLE 1)
Candidate
Supervisor
What are the targets
that you have been
given?
1.
2.
How will you know if
you have met your
targets?
1.
2.
What way(s) of
learning are you
going to use?
What help will you
need?
When and how will
you review your
progress?
Supervisor’s comments:
(on how the candidate checked their
understanding of the targets)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
4
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 1 –
CANDIDATE OUTLINE PLAN AND CONFIRMATION SHEET (EXAMPLE 2)
Candidate
Supervisor
What are the targets
that you have been
given?
1.
2.
How will you know if
you have met your
targets?
1.
2.
What way(s) of
learning are you
going to use?
What help will you
need?
When and how will
you review your
progress?
Supervisor’s comments:
(on how the candidate checked their
understanding of the targets)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
5
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 1 – CANDIDATE ACTION PLAN AND LEARNING
LOG (EXAMPLE 1)
Candidate
Supervisor
Learning activity
Targets
Review date
What I need to do
When I need to do it by
Changes made
Help that I got
1.
2.
Supervisor’s comments (on how the candidate followed this plan, used ways of learning suggested, made changes when needed and used support):
Assessor’s feedback:
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
6
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 1 – CANDIDATE ACTION PLAN AND LEARNING
LOG (EXAMPLE 2)
Candidate
Supervisor
Learning activity
Targets
Review date
What I need to do
When I need to do it by
Changes made
Help that I got
1.
2.
Supervisor’s comments (on how the candidate followed this plan, used ways of learning suggested, made changes when needed and used support):
Assessor’s feedback:
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
7
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 1 –
CANDIDATE REVIEW SHEET (EXAMPLE 1)
Candidate
Supervisor
What did you learn?
How did you learn this?
(Describe the ways you
learned.)
What support did you
receive?
What went well?
What went less well?
What targets did you meet?
What have you achieved?
What could you do to
improve even more?
Supervisor’s comments:
(on the candidate’s contribution to
this review)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
8
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 1 –
CANDIDATE REVIEW SHEET (EXAMPLE 2)
Candidate
Supervisor
What did you learn?
How did you learn this?
(Describe the ways you
learned.)
What support did you
receive?
What went well?
What went less well?
What targets did you meet?
What have you achieved?
What could you do to
improve even more?
Supervisor’s comments:
(on the candidate’s contribution to
this review)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
9
IMPROVING OWN LEARNING AND PERFORMANCE - LEVEL 2
UNIT SUMMARY
Candidate
Provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3 (each
example should cover at least two targets). Overall, show you can use at least two different
ways of learning to improve your performance.
COMPONENT
Target 1
Example 1
LP2.1 Help set targets with
an appropriate person and
plan how these will be met.
REFERENCE(S)
Target 2
Example 2
Target 1
Target 2
LP2.2 Take responsibility for
some decisions about your
learning, using your plan to
help meet targets and
improve your performance.
Example 1
LP2.3 Review progress with
an appropriate person and
provide evidence of your
achievements.
Example 1
Example 2
Example 2
I confirm that the evidence submitted is the candidate’s own work and that it meets all the
evidence requirements of this key skill.
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
10
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 2 –
CANDIDATE OUTLINE PLAN AND CONFIRMATION SHEET (EXAMPLE 1)
Candidate
What are the targets
that you helped to
set?
Supervisor
1.
2.
1.
2.
Who did you set
these targets with?
How will you prove
you have met your
targets?
What factors did you
think about when
deciding your
targets?
What way(s) of
learning are you
going to use and
why?
What support will
you need?
What are the
arrangements for
reviewing your
targets?
Supervisor’s comments:
(on the information the candidate
contributed to inform this plan)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
11
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 2 –
CANDIDATE OUTLINE PLAN AND CONFIRMATION SHEET (EXAMPLE 2)
Candidate
What are the targets
that you helped to
set?
Supervisor
1.
2.
1.
2.
Who did you set
these targets with?
How will you prove
you have met your
targets?
What factors did you
think about when
deciding your
targets?
What way(s) of
learning are you
going to use and
why?
What support will
you need?
What are the
arrangements for
reviewing your
targets?
Supervisor’s comments:
(on the information the candidate
contributed to inform this plan)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
12
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 2 –
CANDIDATE ACTION PLAN AND LEARNING LOG (EXAMPLE 1)
Candidate
Supervisor
Learning activity
Targets
Review date
Action points
Deadlines
Revisions to plan
Support given and how I
used the support
1.
2.
Supervisor’s comments (on how the candidate managed their time, chose ways of learning to improve performance, revised this plan when needed,
effectively used support):
Assessor’s feedback:
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
13
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 2 –
CANDIDATE ACTION PLAN AND LEARNING LOG (EXAMPLE 2)
Candidate
Supervisor
Learning activity
Targets
Review date
Action points
Deadlines
Revisions to plan
Support given and how I
used the support
1.
2.
Supervisor’s comments (on how the candidate managed their time, chose ways of learning to improve performance, revised this plan when needed, effectively
used support):
Assessor’s feedback:
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
14
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 2 –
CANDIDATE REVIEW SHEET (EXAMPLE 1)
Candidate
Supervisor
Who helped you
review your
progress?
What have you
learned?
How have you
used your learning
in another task?
Identify the targets
you have met and
the evidence of
your achievements
Targets
Evidence of achievements
How do you learn
best?
How could you
improve your
performance even
more?
Supervisor’s comments:
(on how the candidate used learning
from one task to help them tackle
another task, if not explicit above)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
15
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 2 –
CANDIDATE REVIEW SHEET (EXAMPLE 2)
Candidate
Supervisor
Who helped you
review your
progress?
What have you
learned?
How have you
used your learning
in another task?
Identify the targets
you have met and
the evidence of
your achievements
Targets
Evidence of achievements
How do you learn
best?
How could you
improve your
performance even
more?
Supervisor’s comments:
(on how the candidate used learning
from one task to help them tackle
another task, if not explicit above)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
16
IMPROVING OWN LEARNING AND PERFORMANCE - LEVEL 3
UNIT SUMMARY
Candidate
Provide at least one example of meeting the standard for LP3.1, LP3.2 and LP3.3 (the
example should cover at least three targets). Overall, show you can use at least two
different ways of learning to improve your performance.
COMPONENT
LP3.1
Set targets
using information from
appropriate people and
plan how these will be met.
REFERENCE(S)
Target 1
Target 2
Target 3
LP3.2
Take responsibility for your learning, using your
plan to help meet targets and improve your performance.
LP3.3
Review progress and establish evidence of your
achievements.
I confirm that the evidence submitted is the candidate’s own work and that it meets all the
evidence requirements for this key skill.
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
17
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3 –
CANDIDATE EVIDENCE CHECKLIST FOR PLANNING
LP3.1
Set targets using information from appropriate people and
plan how these will be met.
You must provide at least one example of meeting the standard for LP3.1. The example should
cover at least three targets. For this component you are required to:




Seek information on ways to achieve what you want to do
Identify factors that might affect your plans
Use this information to set realistic targets and clear action points
Plan how you will manage your time, use support, review progress and overcome possible
difficulties
Evidence for this component is likely to include an individual learning plan. Use the list below to
check that your plan includes the following:

Targets (at least three) and how you will prove you have met these
The information you used to help you set your targets and who you got this
information from
Action points and deadlines
How you will manage your time to meet deadlines
How you will use support
Factors that might affect your plan
How you will overcome possible difficulties
Dates for reviewing progress
How you will review your progress
18
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3
CANDIDATE EVIDENCE CHECKLIST FOR LEARNING LOG
LP3.2
–
Take responsibility for your learning, using your plan to help
meet targets and improve your performance.
You must provide at least one example of meeting the standard for LP3.2. The example should
cover at least three targets and, overall, show that you can use at least two different ways of
learning to improve your performance. For this component you are required to:







Manage your time effectively to meet deadlines
Revise your plan as necessary
Choose ways of learning to improve your performance
Work independently (at times)
Adapt your approaches to meet new demands
Reflect on your progress
Seek feedback and relevant support to help you meet your targets
Evidence for this component is likely to include a learning log. Use the list below to check that
your log includes the following:

A description of the ways you chose to learn ( at least two) and the basis for
selecting these different ways of learning
How you decided to prioritise your action points
How you dealt with any difficulties in meeting your deadlines
How you organised your learning and selected resources
How you adapted your approach to meet new demands
Who you asked for feedback and support
Details of the feedback and support that you got
19
IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3 –
CANDIDATE EVIDENCE CHECKLIST FOR REVIEWING PROGRESS
LP3.3 Review progress and establish evidence of your
achievements.
You must provide at least one example of meeting the standard for LP3.3. The example should
cover at least three targets and, overall, show that you can use at least two different ways of
learning to improve your performance. For this component you are required to:




Provide information on the ways you have used your learning to meet new demands
Provide information on the factors affecting the quality of the outcome
Identify the targets you have met and gather evidence of your achievements
Consult appropriate people to agree ways to further improve your performance
Evidence for this component for this component should include a record of the review process.
Use the list below to check that your evidence includes the following:

Information on the factors that affected the outcome (including the quality)
Information on the ways you used your learning to meet new demands
Details of the targets met
Evidence to support your achievements
Who you consulted to agree ways to further improve your performance
The advice given to you about what you need to do to further improve your
performance
Your own views on what you need to do to further improve your performance
20
INTRODUCTION TO THE SUPPLEMENTARY QUESTIONS
Where a candidate’s knowledge and understanding (Part A) is not explicitly shown within the
portfolio appropriate supplementary questions must be asked.
‘Candidates should be prepared for the assessor to ask questions based on Part A as they probe
knowledge that underpins effective performance.’ (The wider key skills qualifications, standards
and guidance, 2004).
OCR has provided supplementary questions that should be used flexibly on an individual
candidate basis (ie not as a group activity). It is likely therefore that candidates will need to be
asked different numbers of questions and questions from different component sections.
Please note candidates must provide full coverage of Part B of the standards in their portfolio,
these supplementary questions cannot be used to fill gaps in Part B evidence.
How to use the OCR supplementary questions templates
The templates have been designed for use in a one-to-one situation where the assessor verbally
questions the candidate using the supplementary questions provided:
1. Where any aspects of Part A are not explicitly evidenced in the portfolio, the assessor must
select appropriate supplementary questions to ensure full coverage of Part A. The assessor
should tick the left hand column to show which questions have been selected.
2. The assessor can rephrase the questions so that they are appropriate for the candidate.
3. The assessor should circle the bullet point(s) that reflect the verbal response(s) given by the
candidate.
4. Both the assessor and candidate should sign and date the form.
5. The completed form should be stored in the candidate’s portfolio so that it is readily available
for the purposes of internal moderation and OCR standards moderation.
Alternative ways of administering the supplementary questions
These supplementary questions can be administered in different ways. For example the assessor
could give the questions to the candidate in a written format (without the suggested candidate
responses) allowing the candidate to provide a written response which is then assessed.
So that centres can easily reformat the supplementary questions, this booklet is available in a
Word version format on the OCR website at www.ocr.org.uk.
Whichever method centres choose to administer the supplementary questions, assessors must
record both the questions selected and the candidate’s responses to allow the assessment to be
both internally and externally moderated.
21
IMPROVING OWN LEARNING AND PERFORMANCE – LEVEL 1
Candidate
YOU NEED TO KNOW HOW TO – Confirm your targets and plan how to meet these.

Assessor Questions
Candidate response(s)
What is meant by the word ‘target’?

Personal, learning and or career aims or goals
What is meant by the term ‘action point’?

Small step or task that I need to complete to help
me achieve my goal or target
What does working to a deadline mean?

The date/time that the task has to be done by
How could you check your understanding of
targets that you have been given?


Ask questions
State what I think are the targets and check this
with my supervisor or tutor
YOU NEED TO KNOW HOW TO – Follow your plan to help meet targets and improve your
performance.

Assessor Questions
Candidate response(s)
State one way that you can learn.


When learning something, when might you ask
for help?


Read about a subject/topic
Watch a demonstration and then have a go
myself
Attend a talk or presentation
Have a go at solving a problem



If I needed instructions on how to do new things
If I needed information about a subject
If I was finding something difficult
YOU NEED TO KNOW HOW TO – Review your progress and achievements in meeting targets, with an
appropriate person.

Assessor Questions
Candidate response(s)
State one reason for reviewing your progress
and achievements.



To check whether I have achieved my targets
To identify what went well and less well
To check what I need to do to improve my
performance
When learning something new, why might
problems occur?





Lack of planning
Lack of time
Lack of skills and/or knowledge
Unrealistic targets
Not enough instructions/information
Assessor feedback
(if applicable)
I confirm that I asked the candidate the questions indicated by a tick and that, for each question, the
candidate gave a response that reflects the answer(s) circled.
ASSESSOR
CANDIDATE
DATE
DATE
22
IMPROVING OWN LEARNING AND PERFORMANCE – LEVEL 2
Candidate
YOU NEED TO KNOW HOW TO – Help set targets and plan how these will be met.

Assessor Questions
Candidate response(s)
When working with your tutor or supervisor to
help set targets what information could you
provide?



What it is that I want to achieve
Examples of what I have done before
What might affect my chances of success
A target should be SMART. What does this
mean?

The target should be Specific, Measurable,
Achievable, Realistic and Time bound
YOU NEED TO KNOW HOW TO – Take responsibility for some decisions about your learning.

Assessor Questions
Candidate response(s)
When deciding the way that you are going to
learn something, what factors would you need
to consider?




My preferred learning style
Time available
Resources available
How much support I can expect
Why might you need to revise your plan?


If I meet unexpected problems
If I complete tasks more quickly/slowly than
expected
When learning something new, what support
might you need?




Extra tuition
Additional resources (materials, equipment)
More information/instructions
Advice about problems
YOU NEED TO KNOW HOW TO – Review progress and provide evidence of achievements.

Assessor Questions
Candidate response(s)
When reviewing progress, what should be
identified?

Ways of learning that have suited me best


Pieces of work that show what I have learned
Ways to improve my performance
Assessor feedback
(if applicable)
I confirm that I asked the candidate the questions indicated by a tick and that, for each question, the
candidate gave a response that reflects the answer(s) circled.
ASSESSOR
CANDIDATE
DATE
DATE
23
IMPROVING OWN LEARNING AND PERFORMANCE – LEVEL 3
Candidate
YOU NEED TO KNOW HOW TO – Set targets and plan how these will be met.

Assessor Questions
Candidate response(s)
When planning to meet targets, what factors
might affect your plans?







Time constraints
Financial constraints
Legal requirements
Health and safety requirements
Available opportunities
Motivation
Other commitments
How can planning and reviewing your learning
help to improve your performance?





Identify strengths and weaknesses
Be pro-active about your learning
Focus on improving weaknesses
Build on strengths
Keep focused on overall goals
YOU NEED TO KNOW HOW TO – Take responsibility for your learning and using your plan.

Assessor Questions
Candidate response(s)
How could you manage your time effectively?



Prioritise action
Deal with any difficulties as they arise
Revise my individual learning plan to take
account of any changes



Visual/ ‘show me’
Auditory/ ‘tell me’
Kinesthetic & tactile/‘hands on’
Identify some (at least two) different learning
styles
YOU NEED TO KNOW HOW TO – Review progress and establish evidence of achievements.

Assessor Questions
Candidate response(s)
What factors might influence how well you
meet your targets?




How motivated I am to achieve my targets
Choice of learning style and methods
The learning situation
Quality of feedback and support I receive
How could you prove that you have met your
targets?


Certificates
Witness statements
Assessor feedback
(if applicable)
I confirm that I asked the candidate the questions indicated by a tick and that, for each question, the
candidate gave a response that reflects the answer(s) circled.
ASSESSOR
CANDIDATE
DATE
DATE
24