Presentation on theme: "“Compiling/collating whole departmental paperwork”"— Presentation transcript:
1 “Compiling/collating whole departmental paperwork” AREA 9 TRAINING DAYSTHURSDAY 29TH &FRIDAY 30TH MARCH 2007“Compiling/collating whole departmental paperwork”
2 WHERE ARE WE NOW?Already have started formulating courses & required paperworkSome tutors have had training in incorporating the Skills for LifeAgenda & 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 beusing new format by September 2007
3 WHAT’S NEW? WHAT WILL WE ACHIEVE? ILP format in line with RARPA & personalised learning strategiesNew format for session plans (SP) & schemes of work (SOW)Literacy & numeracy strategies incorporated into all SOW & SPWHAT WILL WE ACHIEVE?All staff trained in the use of the new ILP formatILP written & being used for a number of unitsAn action plan/timescale for completing unitsAll 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 highquality of teaching & learning which goes on within the departmentA bank of work which, should it be necessary, will be able to besuccessfully 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 coursePROGESSIVE INTO ANOTHER SUBJECT AREAThey 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 withSTAND ALONEBut they must have clear indications of cross-curricular links e.g: a scrap-booking course could be linked to a digital photography courseVALIDVocational 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 workTerm 2- Developed 2D copper foiled workTerm 3- 3D copper foiled workLEVEL 2 EQUIVILANT COURSETerm 1- Lamp workTerm 2- Introduction to lead workTerm 3- Developed lead workLEVEL 3 EQUIVILANT COURSETerm 1- Restoration & repairTerm 2- Experimental workTerm 3- Culmination of skills/personal choice
7 POSSIBLE PROGRESSIVE ‘ROUTES’ WITHIN STAINED GLASS Introduction to copper foiled workDeveloped copper foiled workIntroduction to lead workBasic 3 dimensional workDeveloped lead workLampworkRestorationExperimental work/design
8 POSSIBLE PROGRESSIVE ‘ROUTES’ WITHIN CRAFT LINKED CROSS-CURRICULAR TO SEWING/TAILORING Introduction to silk paintingIntroduction to machine embroideryIntroduction to quiltingDeveloped silk paintingDeveloped machine embroideryDeveloped quiltingAdvanced quiltingBasic tailoringBasic 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 advancedList all the activities which you will do in these 20 minutesAIMSAims are broad and general statements of educational intent, and should inform about the overall purpose of a course or sessionOne 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/shownThey may refer to subject specific concepts and skills, or more general (transferable/generic) attributes and abilitiesStarting phrases for objectives could be:To recognise To describe To consolidateTo demonstrate To show To listTo explain To modify To identifyTo explore To produce To selectTo improve To translate To appraiseTo create To design To evaluateTo assess To compare/contrast To expandTo utilise To determine To differentiateRemember that objectives need to lead to measurable outcomes
11 OUTCOMESOutcomes 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 experienceOutcomes have to be measurable by some form of assessmentOutcomes 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 othersSlcL1.1-2 To do with asking relevant questionsSld/L1.1-3 Use the correct etiquette for speaking & listeningWs/L1.1-3 Writing sentences with correct punctuation & grammar (ILP learner record)Ww/L1.1 & 2 Spelling & handwritingBEING TAUGHTRw/L1.3 Use & understand subject specific vocabulary
14 NEW ILP FORMATRARPA -Reporting & Recognising Progress & Achievement in non-accredited learningThe new ILPSatisfies RARPA as simply as possibleTutor & learner “friendly” & accessibleInitially takes time to write but once set up can be used time & time againNo lengthy written documentation needed- predominantly a tick box exercise for both learner & tutor
15 Elements of staged process RARPA REQUIREMENTSElements of staged processHow we fulfil it1. Aims appropriate to an individual or groups of learners (clearly stated learning aims)2. Initiall assessment to establish the learners starting point3. Identification of appropriately challenging learning targets: initial, negotiated & revised4. Recognition & recording of progress & achievement during programme (formative assessment): tutor feedback to learners, learner reflection, progress reviews5. End-of-programme learner self-assessment; tutor summative assessment; review of overall progress & achievementAims derived from appropriate SOW & SP & clearly stated on introduction to course/course aims/outcomes pageA learner friendly, informal initial assessment which informs tutor of prior learning, learning style & preferred learning situationsGroup 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 reviewLearner 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 OVERVIEWSOW & SP inform the whole document- from course introduction, aims, outcomes through to individual target setting1 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 progressesPersonal 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!ACHIVEABLEThe 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/RELEVANTThe target must be achievable in terms of resources available. It must be relevant to the task in handTIME-BOUNDA 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.