IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku Ured...

IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku

Ured projekta: Lastovska 23, 1000 Zagreb, Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681

Partner u projektu

Projekt provode:

Developing Developing Qualification Standards Qualification Standards and Curriculaand Curricula

David TournayDavid Tournay2929thth and 30 and 30thth August 2011 August 2011

Summary of Occupational Standards: Informs you of activity within industry Requires you to think from the employers

perspective Essential tool to assist with the development

of qualifications NOT an extra hurdle for the sake of it! Without Occupational Standards – it is very

hard to develop an accurate qualification

Razrada Kvalifikacija

Development of Occupational Standards

Development of Qualification Standards

Development of Curriculum to reflect Qualification Standards

Presents the specific standards that a student is required to achieve –

related to the occupation

Describes the activities and content needed to enable the student to

achieve the qualification requirements

The next steps:2. Developing Qualification Standards –

Specifying the ‘standard’ that students need to reach to be of value in the workplace

3. Developing the Curricula – Specifying what teachers need to deliver to enable the Qualification Standard to be achieved

Qualification Standards – what do we want to achieve?

Qualifications that are directly related to industry practice – based on Occupational Standards

Clear statement as to what students need to be able to achieve

Unit based structure to enable transferability

Step 1: Developing a qualification outline Want to build a rough picture as to what the

potential qualification might look like Help to highlight areas where emphasis needs

to be placed Helps to highlight the number of ‘units’ that

might be needed

Example:

Activity 2

Activity 3

Activity 4

Activity 5

Activity 6

Activity 7

Activity 8

Activity 1 Unit of Learning Outcome 1

Unit of Learning Outcome 4






Example: Chef

Prepare Fish

Prepare Vegetables

Communicate with managers

Communicate with Colleagues

Food Safety

Prepare Meat Unit of Learning Outcome 1







Considerations: What skills are the most important/significant? Are the skills up to date and relevant? Do you want skills, knowledge or combination type units Understanding the scale of the task when teaching and

assessing a subject area Are the units relevant to all workplaces? Can the individual unit be of use in other areas – other

qualifications or on their own?

Step 2: Developing Learning Outcomes Each unit that is identified needs to list a

series of ‘Learning Outcomes’ Statements which set out specifically what the

student should be able to do/know after assessment

Require to be written in a specific way

Learning outcomes

(5-10)

1.2.3.4.5.6.7.

The learning outcomes should refer to both knowledge and skills. However, it is possible to develop such learning outcomes referring only to knowledge or only to skills.

The Template:

Example:

Learning outcomes

(5-10)

1. Select cooking methods suitable for use with red meat2. Prepare red meat as required by recipe specification3. Prepare complementary ingredients according to a

recipe specification4. Select appropriate cooking equipment for the task 5. Implement cooking methods which produce the dish to

the standard required within the dish specification6. Diagnose problems with the cooking process if

identified7. Implement corrective action to rectify problems8. Present dish according to dish requirements

Important to remember: Follow rules associated with CROQF Use ‘Active Verbs’ to begin each learning outcome Make sure they are specific and measurable Write them in a logical order – sequence of events Ensure that the Learning Outcomes relate to the unit

title Avoid ‘compound’ learning outcomes

Example of a compound ‘Learning Outcome’:

Produce a template for analysing data and filing in an easily retrievable format

Step 3: Developing the Assessment Criteria

Assessment Criteria set out what the student physically needs to do to show that they have achieved the Learning Outcome.

They give us an indication of when ‘learning has taken place’.

Specify the standard a student is expected to meet to demonstrate that the associated learning outcome has been achieved

Relate to an individual learning outcome, using language that is consistent with it

Are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for students or teachers

Encompass whole learning outcome, not just part of it.

Example:Learning Outcome Associated Assessment Criteria

Describe the processes used to manufacture cheese

Report on the application of processes used to manufacture cheese in a particular factory

Prepare red meat as required by recipe specification

Produce a red meat dish according to a suitable recipe specification

Check that machinery has the correct safety guards in place prior to use

Implement the correct safety checks on a range of engineering equipment

Calculate the Gross Profit for the business period

Produce a Gross Profit statement for a given business period

Points to note: Use of ‘active verbs’ Realistic activities suitable to students Don’t make the statements too specific! Ensure statements are relevant to the

Learning Outcome

Assessment method options: How you phrase the assessment criteria will

depend on the assessment method being used We use different assessment methods to

respond to the nature of the activity e.g. We use reports and written tests to assess

knowledge and practical tests for practical skills

Assessment method options:

Researching and reporting on working

practices

Observation of a group of students

working together to complete a task

Presentation to employers or

peers

Evaluation of the students own work

Observation of student

completing a task

Oral questioning

Curriculum document is designed to: Take the qualification and develop it into a

programme of learning Provide teachers with a tool to support their

work Acts as a critical quality assurance tool Sets out the content for delivery

Step 1: Ensure you are familiar with the qualification content!

Step 2: Develop a picture of the ‘average student’

CROQF reference levels: Range of levels used within the CROQF to

ensure comparability between qualifications Important that the content of the curriculum

is suitable for the level described VET qualifications are pitched at Level 4 The level 4 reference level is provided in the

handbook



Step 3: Develop a running order for the content to be delivered

Qualification unit titles:Unit Number

Unit title

1 Select materials for furniture construction

2 Measure furniture components to ensure they meet specifications

3 Use power machinery to cut wooden furniture components

4 Use hand tools to cut wooden furniture components

5 Assemble wooden components to produce wooden furniture

6 Use metal fixings to joint wooden components

• Module 1: Basic hand skills – recognising different types of hand tool, setting up and sharpening hand tools, safe use of hand tools

• Module 2: Understanding materials – recognising different types of wood, understanding the properties of wood

• Module 3: Creating different wooden joints – marking out and measuring, cutting joint shapes, assembling wooden components using joints

• Module 4: Fixing methods – understanding properties of glues and metal fixings, applying fixing methods, advantages and disadvantages of different fixing methods.

The concept of ‘Modules’ Modules represent a package of learning activity They may contribute to a specific Qualification Unit

or a group of units Might be related to a specific subject area Important that the modules are developed in a

logical structure Some modules may be delivered over more than one

year



Step 3: Develop a running order for the content to be delivered

Step 4: Develop content of individual modules, linked to relevant a running order for the content to be delivered

What the template requires: That teachers are given guidance as to the

breadth and depth of content Reference is made to the relevant learning

outcomes Suggested ‘modes of learning’ Suggested assessment methods Recommended books and learning materials

Summary of process: Logical step by step approach Vital that all steps are fully completed – no

shortcuts! Important that link is always made to needs of

employers as identified by the Occupational Standards

Need to consider ‘what hat you wear’ at each stage

Hats to wear:

Occupational Standards: Understanding the needs of employers and the workplace

Qualification Standards: Understanding the needs of employers and the workplace

Curriculum: Understanding the needs of teachers to enable them to be provided with the right information





Helps us to understand the skills and knowledge required by the

occupation

Presents the specific standards that a student is required to achieve –

related to the occupation



Next steps: Form into working groups to start to develop

occupational standards – and subsequently the full qualification

Working groups will alter in membership depending on the task

Really need to use your combined expertise Sector Advisor will lead the development

activity

Assistance for you: Sector Advisors have done this before – they

have experience You can examine sets of all of the documents

described – paper based or on database Handbook designed to take you through step

by step of all of the stages I am here to help!!

IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku

Ured projekta: Lastovska 23, 1000 Zagreb, Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681

Partner u projektu

Projekt provode: Thank youThank you

David TournayDavid Tournay

IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku Ured...

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