Theme 4 Innovation in curricula design and flexible approaches to validation UVAC Conference 2010

S-t-r-e-t-c-h-i-n-g level 3 Diploma transition and progression: working collaboratively to enhance learner progression opportunities Stella Jones-Devitt (Sheffield Hallam University) Andy Leach (York College) Jill Wickham (York St John University) Hilary Wyles (Skills for Health)

Overview Collaboration between YSJU, Higher York LLN, Learning City York, Skills For Health Sector Skills Council Level 3 / 4 module - aka 'stretch' unit of Additional Specialist Learning (ASL) Aimed to provide a curriculum to enable successful transition from Diploma in Society, Health and Development (SHD) into HE, the workplace or other learning context

Aim of today’s workshop To share underpinning ideas by exploring: The context and key drivers for the initiative Relevance and transferability of the module in a shifting policy landscape What a ‘Transitions’ curriculum looks like Challenges and lessons learned Significance of preparing effective progression and transition routes from potentially conflicting infrastructures Wider application to your context?

Context and key drivers Built upon emerging partnerships and evolving relationships Skills gaps and skills shortages in health and social care Need for HEI's to diversify offer, recruitment base and potential funding streams Ethical / moral aspects of Diploma progression routes as realistic alternatives to A levels

Potential relevance and transferability in a shifting policy landscape Widening participation Notion of ‘applied academic' work Female learners Insight leads to preparation Empty box

What does a transitions curriculum look like? Overview: To provide learners with the tools and skills of self-analysis to enable effective professional and academic development planning in the chosen sector and / or practice area (Module Handbook)

What does a transitions curriculum look like? Expectations for inclusion in an academic and / or workplace setting Strategies for support, coping and adjustment in transition Critical thinking skills for higher / further education and the workplace Employability tools, benchmarks and standards Occupational roles in relation to employability statements An evidence base in the form of toolkit to be utilised in the module and as a starting point for lifelong learning

Challenges and lessons learned Student tribalism Explanation, explanation, explanation Culture shock for students coming to University setting Culture shock for lecturers Student angst Persevere, persevere, persevere

Significance of preparing effective progression and transition routes Quality processes (e.g. alien nomenclature and jargon for HE sector) Accreditation (e.g. ASL usually led by commercial awarding bodies not via HEI's, SSC's or LLN's) Organisational cultures (e.g. contrasting approaches and expectations to learners, facilitation and expertise) Logistics (e.g. where / to whom does the module belong? Assessing and recording of students' achievement and longitudinal tracking, hidden costs )

Important aspects achieved despite barriers Provided a safe place for learners to develop tools for self analysis and management of expectations ASL in year 1 of Advanced Diploma; concurrent and diagnostic at the right time Credit-rated for an HE context at two levels Linked to preparedness for the workplace and overall employability enhancement Resulted in robust partnership development for future collaboration Student achievement!

Emerging issues for enhancement Future of Diploma and module in uncertain times Whether transitions opportunities can be achieved more efficiently and effectively by other means? Is the HE environment ‘safe’ enough? How to engage HE in more systematic transdisciplinary partnership approaches Sustainability and capacity-building

Now delegates are asked to consider how this learning might be applied to your own context?