1. “Compiling/collating whole departmental paperwork”
AREA 9 TRAINING DAYS
THURSDAY 29TH &
FRIDAY 30TH MARCH 2007
“Compiling/collating whole departmental paperwork”

2. WHERE ARE WE NOW?
Already have started formulating courses & required paperwork
Some tutors have had training in incorporating the Skills for Life
Agenda & Literacy & Numeracy core curriculum (Lynn)
Already have a house style for presentation of worksheets (Gill)
Some tutors have had training in implementing the new ILP &
Certificate of Achievement in line with RARPA- all tutors to be
using new format by September 2007

3. WHAT’S NEW? WHAT WILL WE ACHIEVE?
ILP format in line with RARPA & personalised learning strategies
New format for session plans (SP) & schemes of work (SOW)
Literacy & numeracy strategies incorporated into all SOW & SP
WHAT WILL WE ACHIEVE?
All staff trained in the use of the new ILP format
ILP written & being used for a number of units
An action plan/timescale for completing units
All staff using the new SP format

4. WHERE ARE WE GOING?
Common departmental format for presentation of teaching ‘packages’
A comprehensive central bank of work compiled by all tutors which is;
up-to-date, workable, in-line with current legislation/initiatives,
Flexible & concise but comprehensive. It should also reflect the high
quality of teaching & learning which goes on within the department
A bank of work which, should it be necessary, will be able to be
successfully linked to appropriate accredited courses at Level 1 & 2

5. UNITS OF WORK PROGRESSIVE WITHIN THE SAME SUBJECT AREA
For example- a beginners watercolour course leading into a developed watercolour course
PROGESSIVE INTO ANOTHER SUBJECT AREA
They allow progression onto a different course which could utilise prior learnt skills e.g: an introduction to silk painting could lead onto a patchwork course where the learner utilises silk painting skills to produce the fabric which they then patchwork with
STAND ALONE
But they must have clear indications of cross-curricular links e.g: a scrap-booking course could be linked to a digital photography course
VALID
Vocational but linked to an accredited course at Level 1 or Level 2

6. STAINED GLASS UNITS LEVEL 1 EQUIVILANT COURSE
Term 1- Basic introduction to copper foiled work
Term 2- Developed 2D copper foiled work
Term 3- 3D copper foiled work
LEVEL 2 EQUIVILANT COURSE
Term 1- Lamp work
Term 2- Introduction to lead work
Term 3- Developed lead work
LEVEL 3 EQUIVILANT COURSE
Term 1- Restoration & repair
Term 2- Experimental work
Term 3- Culmination of skills/personal choice

7. POSSIBLE PROGRESSIVE ‘ROUTES’ WITHIN STAINED GLASS
Introduction to copper foiled work
Developed copper foiled work
Introduction to lead work
Basic 3 dimensional work
Developed lead work
Lampwork
Restoration
Experimental work/design

8. POSSIBLE PROGRESSIVE ‘ROUTES’ WITHIN CRAFT LINKED CROSS-CURRICULAR TO SEWING/TAILORING
Introduction to silk painting
Introduction to machine embroidery
Introduction to quilting
Developed silk painting
Developed machine embroidery
Developed quilting
Advanced quilting
Basic tailoring
Basic soft furnishing

9. AIMS TASK: AIMS Think about the 1st 20 minutes of session 1
Work on the assumption that this is the 1st 10 week beginners course which then progresses on to a 10 week intermediate course & then a 10 week advanced
List all the activities which you will do in these 20 minutes
AIMS
Aims are broad and general statements of educational intent, and should inform about the overall purpose of a course or session
One aim usually generates a number of objectives

10. Remember that objectives need to lead to measurable outcomes
Objectives are more focused and indicate what the learner will be taught/shown
They may refer to subject specific concepts and skills, or more general (transferable/generic) attributes and abilities
Starting phrases for objectives could be:
To recognise To describe To consolidate
To demonstrate To show To list
To explain To modify To identify
To explore To produce To select
To improve To translate To appraise
To create To design To evaluate
To assess To compare/contrast To expand
To utilise To determine To differentiate
Remember that objectives need to lead to measurable outcomes

11. OUTCOMES
Outcomes are a number of specific statements setting out what it is intended the learner will have learnt or be able to do as a result of the educational experience
Outcomes have to be measurable by some form of assessment
Outcomes should be differentiated & split as follows:
Most learners will:
Some learners will not have made so much progress & will:
Some learners will have progressed further & & will:
There is a recognised list of acceptable & unacceptable outcome starting statements

12. LITERACY BEING USED BEING TAUGHT
SLlr/L To do with listening to the tutor in situations such as demonstrations/introductions/re-capping, answering questions, & listening to the answers of others
SlcL1.1-2 To do with asking relevant questions
Sld/L1.1-3 Use the correct etiquette for speaking & listening
Ws/L1.1-3 Writing sentences with correct punctuation & grammar (ILP learner record)
Ww/L1.1 & 2 Spelling & handwriting
BEING TAUGHT
Rw/L1.3 Use & understand subject specific vocabulary

14. NEW ILP FORMAT
RARPA -
Reporting & Recognising Progress & Achievement in non-accredited learning
The new ILP
Satisfies RARPA as simply as possible
Tutor & learner “friendly” & accessible
Initially takes time to write but once set up can be used time & time again
No lengthy written documentation needed- predominantly a tick box exercise for both learner & tutor

15. Elements of staged process
RARPA REQUIREMENTS
Elements of staged process
How we fulfil it
1. Aims appropriate to an individual or groups of learners (clearly stated learning aims)
2. Initiall assessment to establish the learners starting point
3. Identification of appropriately challenging learning targets: initial, negotiated & revised
4. Recognition & recording of progress & achievement during programme (formative assessment): tutor feedback to learners, learner reflection, progress reviews
5. End-of-programme learner self-assessment; tutor summative assessment; review of overall progress & achievement
Aims derived from appropriate SOW & SP & clearly stated on introduction to course/course aims/outcomes page
A learner friendly, informal initial assessment which informs tutor of prior learning, learning style & preferred learning situations
Group targets/goals set at start of course Personal targets added at any point in the course: informed by tutor observation, discussion with learner or by 5 week review
Learner records progress week by week on the learner record sheet. Mid course review- provides formative tutor assessment, feedback to learners & opportunity for learner reflection.
End of course review provides learner self-assessment; tutor summative assessment; review of overall progress & achievement. Certificate of achievement celebrates their achievement.

16. NEW ILP OVERVIEW
SOW & SP inform the whole document- from course introduction, aims, outcomes through to individual target setting
1 sheet with approx. 5 main pre-determined SMART targets which are broken down into smaller chunks (each learner will achieve these targets individually but they will be common to the whole group)
Target should be; appropriately challenging, negotiated & revised as the course progresses
Personal targets (subject related, relevant to skills for life agenda or ‘soft’ skills) are set for individual learners as appropriate They are set at any point in the course in response to tutor observation & or learner feedback on progress.

17. SMART TARGETS SPECIFIC MEASURABLE ACHIVEABLE REALISTIC/RELEVANT
If the target is too vague or too big to be achieved in a reasonable length of time, the student will have difficulty understanding what they have to do.
MEASURABLE
"How will we know if the target has been achieved?" If the answer is, "We don't know!", then the target isn't measurable!
ACHIVEABLE
The pupil must be able to reach the target; it must be at the right level. If the target is unreachable it will lead to de-motivation.
REALISTIC/RELEVANT
The target must be achievable in terms of resources available. It must be relevant to the task in hand
TIME-BOUND
A time for achieving the target should be set, and a review held when that time is up. All those involved should be aware of the time set and the review date.