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CPD4k Skills Competitions, CIF & PS

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Presentation on theme: "CPD4k Skills Competitions, CIF & PS"— Presentation transcript:

1 CPD4k Skills Competitions, CIF & PS
How to use this resource: To demonstrate the link between skills competition, Ofsted and Professional Standards as evidence for improvement in teaching and training Skills Competitions, CIF and Professional Standards By building skills competitions into the core teaching and learning curriculum providers of vocational education and training can ensure their learners and staff aspire to and showcase excellence (Inspiring Excellence, LSIS 2012)

2 Links to OFSTED Key National Priorities
Strengthen local accountability and governance/leadership of FE and skills providers to focus on overall impact of their provision Raise the status, quality and impact of vocational training Improve the quality of TLA Emphasis to teaching, learning and assessment Focus on learning and learners Focus on impact Focus on progress and progression Focus on personal development, behaviour and welfare

3 Quality of teaching, learning and assessment
B1 Teachers, practitioners and other staff have consistently high expectations of what each learner can achieve. Including the most able and the most disadvantaged PS3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge Competitions and coaching challenge learners to go beyond their ‘normal’ work and stretch and challenge themselves B2 Teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to learners PS7 Maintain and update knowledge of your subject/ vocational area Opportunities for tutors to explore different ways of using their expertise to develop, consolidate and assess skills and wider learning

4 Quality of teaching, learning and assessment
B4 Assessment information is used to plan appropriate teaching and learning strategies….enabling learners to make good progress and achieve well Marking schemes set out clear assessment criteria, to identify strengths and weaknesses. B5 Learners understand how to improve as a result of useful feedback from staff.. PS18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement Feedback to competitors, based on sharp assessment criteria for technical and personal learning skills, is an integral and valuable part of competition. Time for reflection built in.

5 Quality of teaching, learning and assessment
B7 Equality of opportunity and recognition of diversity are promoted through teaching and learning PS14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment Competition briefs and coaching methods foster good relations and are sensitive to and promote equality of opportunity. The coaching sessions which precede and follow competition activity allow for individual needs of learners to be met.

6 Personal Development, Behaviour and Welfare
Provision is successfully promoting and supporting learners’ C1 pride in achievement and commitment to learning, supported by a positive culture across the whole provider C2 self confidence, self awareness and understanding of how to be a successful learner C4 employability skills so that they are well prepared for the next stage of their education, employment and self employment or training C6 following of any guidelines for behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others PS17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge Competition develops self reliance, team work, time management, persistence, resilience and working to specific standards

7 Personal Development, Behaviour and Welfare
C3 Provision is successfully promoting and supporting learners’ choices about the next stage of their education, employment, self-employment or training, from impartial careers advice and guidance Reflection and evaluation time at the end of the competition allows for timely IAG to be provided on next steps in training, education and employment. Often employers are present and can support this process, providing enhanced IAG.

8 Outcomes for learners D1 All learners progress well from different starting points and achieve or exceed standards expected for their age PS13 Motivate and inspire learners to promote achievement and develop their skills to enable progression Competition increases motivation and focus, accelerating learning D2 Learner attain relevant skills and knowledge so they can and do progress to the next stage of their education into course that lead to higher level qualifications and into jobs that meet local and national needs Competition removes the glass ceiling, providing personal challenge

9 Regional Approach By developing a regional competition strategy and activities staff are able to PS1 Reflect on what works best in their teaching and learning to meet the diverse needs of learners PS10 Evaluate their practice with others and assess its impact on learning PS19 Maintain and update teaching and training expertise and vocational skills through collaboration with employers PS20 Contribute to organisational development and QI through collaboration with others

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