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

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Presentation on theme: "AREA 9 TRAINING DAYS THURSDAY 29 TH & FRIDAY 30 TH MARCH 2007 Compiling/collating whole departmental paperwork."— Presentation transcript:

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

2 Already have started formulating courses & required paperwork Some tutors have had training in incorporating the Skills for Life Agenda & Literacy & Numeracy core curriculum (Lynn) 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 Already have a house style for presentation of worksheets (Gill) WHERE ARE WE NOW?

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

4 Common departmental format for presentation of teaching packages WHERE ARE WE GOING? 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 VALID Vocational but linked to an accredited course at Level 1 or Level 2 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 PROGRESSIVE WITHIN THE SAME SUBJECT AREA For example- a beginners watercolour course leading into a developed watercolour course

6 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 STAINED GLASS UNITS

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

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

9 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 TASK: Think about the 1 st 20 minutes of session 1 Work on the assumption that this is the 1 st 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

10 OBJECTIVES 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 recogniseTo describeTo consolidate To demonstrateTo showTo list To explainTo modifyTo identify To exploreTo produceTo select To improveTo translateTo appraise To createTo designTo evaluate To assessTo compare/contrastTo expand To utiliseTo 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 SLlr/L1.1-6 To do with listening to the tutor in situations such as demonstrations/introductions/re- capping, answering questions, & listening to the answers of others SlcL1.1-2To do with asking relevant questions Sld/L1.1-3Use the correct etiquette for speaking & listening Ws/L1.1-3Writing sentences with correct punctuation & grammar (ILP learner record) Ww/L1.1 & 2Spelling & handwriting Rw/L1.3Use & understand subject specific vocabulary BEING TAUGHT BEING USED


14 NEW ILP FORMAT 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 Satisfies RARPA as simply as possible Tutor & learner friendly & accessible RARPA - Reporting & Recognising Progress & Achievement in non-accredited learning The new ILP

15 RARPA REQUIREMENTS Elements of staged processHow 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 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. 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) SOW & SP inform the whole document- from course introduction, aims, outcomes through to individual target setting Target should be; appropriately challenging, negotiated & revised as the course progresses

17 SMART TARGETS 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. "How will we know if the target has been achieved?" If the answer is, "We don't know!", then the target isn't measurable! 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. The target must be achievable in terms of resources available. It must be relevant to the task in hand 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. SPECIFIC MEASURABLE ACHIVEABLE REALISTIC/RELEVANT TIME-BOUND

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