EMA Learning Agreement Part 2

This part of the EMA Learning Agreement sets out the performance and behavioural objectives students must achieve to receive bonus payments. It is the incentive for them to work to the best of their ability throughout their course.

The objectives should be realistic, clear, and unambiguous. They should also be adaptable to individual needs.

They should not be linked to specific grades or withheld until exam results are published.

Both you and the student need to keep a copy of the EMA Learning Agreement Part 2. Both copies must have original signatures.

Core elements of the EMA Learning Agreement Part 2 must include:

• the student’s name
• the student's EMA reference number
• the study programme, including coursework requirements

The EMA Learning Agreement should also include a clear statement that EMA payments can be withheld if the student does not meet their EMA Learning Agreement objectives.

It should also include an explanation of the procedure for:

• reviewing the agreement
• monitoring the set objectives
• authorising a payment

You should define the objectives clearly and explicitly. Examples of content can include:

• completion of coursework to a standard you expect from the student
• attendance at public or internal examinations
• behavioural standards in class and on field trips
• participation in class

Above all, the EMA Learning Agreement Part 2 must contain objectives the student can achieve. This is especially important for vulnerable students who have additional or complex needs. You should consider how you can encourage and reward the individual student.

To be considered for the January bonus, students must have submitted their applications and signed EMA Learning Agreement Part 2 by 2 December. This is to allow sufficient time for the students to reach their objectives before the January bonus becomes payable.

We recommend that you ask the students to sign both Part 1 and Part 2 of the EMA Learning Agreement at the same time. They should only sign up to the objectives set, and not the sections for release of the January or June bonus.

You must ensure that the objectives are tailored to the individual students. You need to tailor objectives according to how you expect the student to perform. These expectations can be based on, for example:

• the student’s known capabilities or expectations
• reports from a previous school or previous school year