AREA 9 TRAINING DAYS

THURSDAY 29TH &

FRIDAY 30TH MARCH 2007

“Compiling/collating whole departmental paperwork”

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?

ILP format in line with RARPA & personalised

learning strategies

WHAT’S 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

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

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 withSTAND 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

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

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

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

AIMS

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 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

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 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 differentiate

Remember that objectives need to lead to measurable outcomes

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

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

othersSlcL1.1-2 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

Rw/L1.3 Use & understand subject specific vocabulary

BEING TAUGHT

BEING USED

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

RARPA REQUIREMENTSElements 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.

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

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