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Do - tell us what you think: Standards for Pre-Registration, and Education and Curriculum Guidance Documents.

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Presentation on theme: "Do - tell us what you think: Standards for Pre-Registration, and Education and Curriculum Guidance Documents."— Presentation transcript:

1 Do - tell us what you think: Standards for Pre-Registration, and Education and Curriculum Guidance Documents

2 What are these documents anyway? Curriculum Guidance: A guiding document that provides a common statement of the profession’s expected graduate competencies and articulates the profession’s view of what it wants occupational therapy practitioners to embody Education Standards: meeting these is required for COT and WFOT programme accreditation. The Standards address 4 key domains: -programme management and resources; -curriculum; -learning, teaching and assessment; -quality assurance and monitoring Pre-registration Education Standards Curriculum Guidance

3 The Curriculum in a little More Detail Key curriculum concepts: Creative – Entrepreneurial – High level professional skills - Innovative – Change environment – Service user centrality Developed in 2009 to: – Guide evidence based curricula for the next decade – Allow flexible and innovative UK curricula Document is solely owned by COT

4 What does the Curriculum Guidance contain? Purpose: inform influence & enable curricula Defining OT COT role relating to curriculum Curriculum review process Implications for new guidance Vision for OT Realising the vision through education Educational philosophy Graduate profile

5 And what about the Pre-Registration Standards? These are used to inform the writing of all new and on-going pre- registration occupational therapy programmes in the UK accredited by the COT. The Standards exist as a separate document (distinct from the Curriculum Guidance) that was last updated in 2008 COT accreditation carries with it WFOT approval However - only programmes approved by HCPC are able to be delivered in the UK

6 What areas do the Standards address? The Standards address the academic and practice components of all programmes Each standard has a list of criteria and associated guidance on the evidence required by the College to satisfy the Standards: Programme and Resource Management; Curriculum; Learning, Teaching and Assessment; Quality Assurance and Monitoring Programmes are also quality assured by other agencies, some of which are statutory

7 What does all this mean? These documents are being reviewed and refreshed We would value your input to ensure the views of our members are considered and weighed We would like to receive the views of all our members: practitioners, educators, students and associates

8 Some points to ponder..... You may have some thoughts already that you would like to share, or you may find some of the following questions stimulate discussion: What is the real purpose of the Standards? Why do we need them? What is the relationship between the Standards, the HCPC Standards of Education and Training and those education standards held by Higher Education Institutions? Should there be a statement that there has to be clearly identifiable evidence of occupation-focussed practice in each placement setting? Have you used these documents? Why / why not? Usefulness / limitations? Is it necessary: – To set a vision for the profession in the Curriculum Guidance document? – To set the links between this and education? – To give an overview of educational philosophy? The Curriculum Guidance & COT Education Standards: should they be differentiated or amalgamated? [and many more.....] We can take your feedback through a range of mechanisms...see the next slide...

9 Tell us – we’ll listen COT conference poster COT workshop Survey (insert link) Feedback form (attached to this discussion document) And finally – THANK YOU for your thoughts

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