(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
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AFI 4: Ensure that all employers are involved in reviewing the progress that apprentices make.
AFI 5: Continue to reduce the number of apprentices who leave their programme early.
AFI1: Improve the quality of teaching on apprenticeship programmes
Apprentices who remain on their programme achieve their qualifications, and a high proportion attain high grades.
AFI 3: Ensure that all apprentices receive sufficient time to complete off-the-job training.
Learners and apprentices are provided with effective careers advice and guidance.
Learners and apprentices with additional learning needs receive good support.
Learners and apprentices benefit from calm and welcoming learning environments.
On construction courses, tutors prepare learners for sessions well.
Learners feel well supported by their tutors and skills coaches.
Tutors and skills coaches sequence programmes in a logical order to build learners’ and apprentices’ skills and knowledge.
Leaders and managers have a clear rationale to deliver programmes that meet local, regional and national skills needs.
Behaviour and attitudes = Good
AFI 2: Ensure that apprentices make swift progress towards achieving functional skills.
Leaders and managers place a strong focus on safeguarding.
AFI 6: Provide an effective personal development programme for apprentices.
Learners and apprentices speak positively about their sessions.
Leadership and management = Requires improvement
Adult learning programmes = Good
On adult learning courses, learners swiftly develop new skills and knowledge.
