Quality Principle 4 – Learning Programme Design ... Report Phare 2006/ANNEXES FINAL REPO… ·...

MoERY/ NCDTVET-PIU

Activity 09 Training in Assessment methods and procedures

EUROPEAN UNION

Project financed under Phare

9.1 Revision / elaboration of documentation for curriculum development & the elaboration of curriculum auxiliaries

Report on the evaluation of curriculum development February 2009

Training and Advice for Further Development of the TVET Sector, Romania, PHARE TVET RO 2006/018-147.04.01.02.01.03.01

2008

“The content of this material does not necessarily represent the official position of the European Union”

Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

ii

Contents

PageGlossary of terms 4

Acronyms 6

1. Summary 7

2. Introduction 10

3. Context 11

4. Evaluation of the current curriculum and assessment methodologies 17

5. Evaluation of the PHARE 2005 proposed curriculum development methodology 25

6. Review of the format of the curriculum auxiliaries 27

7. Suggested Curriculum Development Methodology for TVET 42

8. Recommendations for future development of TVET Curriculum 44

Development

Bibliography 46

Annexes

1. Romanian TVET Quality Indicators 472. EQF level descriptors 483. Suggested new curriculum format 524. ARACIP examples of good practice in writing curriculum auxiliaries 625. Current curriculum auxiliary structure 656. Standard criteria for evaluation of documents 667. Examples of challenging activities 678. Curriculum auxiliary checklist 689. Changes to the curriculum auxiliary structure 69

Report on the evaluation of curriculum development and auxiliaries

Section 1 Glossary of Terms

Active Learning

Learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning” (Meyers and Jones -1993)

Assessment It is the judgement of evidence presented by learners, and the process of making decisions about the extent to which learners’ evidence meets the assessment criteria for a qualification or unit, and demonstrates learners’ competence.

Criterion-referenced assessment can be formative and summative. During formative assessment the assessor establishes and gives feedback as to how many of the criteria have been achieved and what still needs to be done. Summative assessment occurs when a module has been completed.

Competence The ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.

Curriculum A document describing the modules that will be taught for a qualification, including their delivery.

European Qualification Framework (EQF)

A system that defines knowledge, skills and the wider personal and professional competences to 8 levels and matches them to existing national qualifications across Europe

www.ec.europa.eu/education/policies/2010/doc/presentation_ eqf _en.pdf

Key competencies

Represent a transferable, package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment and should act as a foundation for further learning as part of lifelong learning (EQF)

Learning outcome(s)

The set of knowledge, skills and/or competences an individual acquired over a period of time and/or is able to demonstrate after completion of a learning process, which are defined in terms of knowledge, skills and competence

Life-long-learning

All learning activity undertaken throughout life, with the aim of improving knowledge, skills/competences and/or qualifications for personal, social and/or professional reasons.

Performance criteria

Qualitative or quantitative descriptions of what the learner must be able to do that allow an objective judgement to be made about whether or not an individual has achieved a learning outcome


http://www.ec.europa.eu/education/policies/2010/doc/presentation_eqf_en.pdf


Skill The ability to do something, consistently, confidently and accurately

Portfolio Within criterion-referenced assessment this is a collection of evidence, including formative and summative assessment records, which is cross-referenced to the standards, usually in a file or binder, by which a learner claims competence.

Qualification” A formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards



Acronyms

Name Acronym

Technical and Vocational Education and Training TVET

Sector Committees SC

European Qualification Framework EQF

National Quality Assessment Framework NQAF

European Credit System for Vocational Education and Training ECVET

National Centre for the Development of Vocational Education and Training

NCDVET

Ministry of Education Research and Youth MERI

National Adult Training Board NATB

Council for Occupational Standards and Accreditation COSA

Training Standards TS

Romanian Agency for Quality Assurance in Pre-University Education ARACIP

Student Centred Learning SCL

Lifelong Learning LLL



1. Summary

A curriculum document describes the modules that will be followed for a qualification, including their delivery. This report analyses the ease of development and use of the curriculum document using the current development methodology; developed from units described by learning outcomes, performance criteria and range statements against national quality indicators. The analysis is based on reading at least 20 curriculum documents from across all domains at different levels, reading 15 associated curriculum auxiliaries, visiting 8 schools and watching classes in progress and talking to at least 30 teachers.

The conclusions are that the learning and teaching delivered on the basis of the current curriculum documentation tended to be:

more theoretical teacher directed technically orientated less relevant to the real world of work lacking connectivity between theory and practice

than the training standards specify.

This may be due to wordy, often difficult to read and interpret individual module documentation, where much of the information is lost when the performance criteria and range statements are transposed from the training standards into the curriculum content column without the use of active verbs.

The more recent curriculum documents with knowledge, skills and competence columns were reviewed and found to be shorter, but missed out on active verbs, often implying that knowledge of the skill was acceptable rather than the actual skill itself. The documents were also found to be repetitive from one column to the next and this would make them longer and more complex than they need be.

The technical assistance recommends that the curriculum documentation be simplified by developing them from the EQF format with the Competence column replaced by an activity or Assessment column that describes activities to indicate the autonomy and responsibility of the learner to demonstrate the skills and knowledge in a simulated environment.

Learning outcome 2 Paint a wall

Knowledge the leaner knows:

Skills the leaner is able to: ASSESSMENT – activities to indicate the autonomy and responsibility of the learner to demonstrate the skills and knowledge in a simulated environment

1. how to recognise

and avoid:

2. chemical risks

a. Takes adequate

precautions when

painting

The learner is expected

to demonstrate all the

skills and knowledge in



associated with

paints - fumes and

contact with skin

3. risks to the general

public and other

people’s property

whilst working

4. risks of working at

a height :

5. The range of paints

and brushes

available and their

costs, advantages

and disadvantages

for particular

applications

b. Reads an interprets job

instructions

c. Selects the brushes and

quantity of paint for the

job Paints at least 9m2

wall using a roller

d. Paints at least 9m2 wall

using a brush

e. Demonstrates the

correct use of a paint

sprayer.

f. Work at a height greater

than 2m

no more than 2 separate

practical exercises or

projects with little

direction from the teacher

or instructor

This more practice orientated assessment will create learning focused assessment and promote the development of learners key competences and create more relevance to the learner’s life.

The complete simplified suggested format for a course curriculum is developed and found in annex 3. It reflects the need and use of this document by the:

teacher to provide a more learner focused practice orientated curriculum, school to be able to plan the resources, equipment and locations to enable the

optimum delivery of the curriculum learner to be aware of the criteria that they will be assessed against to achieve each

module, employer to see the extent of the pupils learning experience, parents and careers’ guidance teacher to be informed of the expected outputs and

progression routes from the curriculum.

This format of describing curriculum has been shared with the qualification developers at the NATB and Key Expert 2.

The technical assistant also recommends that the curriculum be levelled to that of the European Qualification Framework level descriptors to reduce the knowledge content within the curriculum. Naturally this will be in line with the Sector Committee’s specification of the level of qualification and the unit descriptor. This will allow more learners to engage with the qualifications.



The key to raising the level of “learner focus” within the curriculum and its delivery is the training of curriculum developers, teachers, instructors, employers, inspectorate, and parents in learning and assessment methodologies.

It is suggested that the format of the methodology – Ivan Mytykyn’s guidelines “Enriching Learning Activities” and the NCDTVET’s curriculum auxiliary template be retained and amended to reflect the comments from section 4.

The main change to the Enriching Learning Activities guidelines is the extension of the modular curriculum auxiliary checklist on page 80. The suggested new checklist may be found in Annex 6.Chapter 5 Building a Module needs to be updated according to the template in annex 7.

The main body of the Curriculum Auxiliary template has been focused on the learner, with the instructions for the teacher being placed at the end of the document. The updated version of the template may be found in Annex 7.



2. Introduction

Section 3 of this document describes the context of the development of competence based learning in Romania over the last 12 years in terms of the changing global society, European Qualification Framework development, European Credit System for Vocational Education and Training (ECVET), the development of EU Key Competences for Lifelong Learning (LLL), the Romanian educational system and structures and other VET projects.

Section 4 evaluates the current curriculum methodology for pre-university TVET educationand its impact on learning and achievement against a quality indicator checklist. The checklist is based on the National Quality Assessment Framework (NQAF) quality principles 4, 5 and 6.

Section 5 describes the review of the current methodology against the agreed standard criteria for evaluation of documentation in Task 9, the European Qualification Framework for Life Long Learning and the ARCIP quality manual. Section 6 reviews the CA products from PHARE 2005 project and identifies general areas of weakness.

Section 7 evaluates the PHARE 2005 proposed curriculum development methodology that is based on a knowledge, skills and competence template.

Section 8 makes recommendations for curriculum development in the future in terms of:

Documentation Implementation Educational system changes



3. Context

3.1 Changing global society

The pace of change in society generally is accelerating and the future will be very different from the present. People need to acquire new knowledge and skills and embrace different attitudes and ways of working so that they can adapt to change. Various potential catalysts for change are: continuing technological change; the impact of the market economy and globalisation; changes to ways of working; emerging/declining sectors; growth of small and medium sized enterprises (SMEs); occupations and competence; the impact of demographic trends; changing lifestyles and economic prosperity; modern approaches to leadership and management; mobility and membership of the EU. All of these have the potential to affect the knowledge, attitudes and skills that people will require in the future in a significant way.These changes in society and the world of work form the starting point in developing a curriculum that allows young people to fit confidently into employment.

3.2 European

3.2.1 European Qualification FrameworkThe European Parliament and the Council of the European Union has adopted the establishment of a European Qualification Framework (EQF) for lifelong learning.1 The adoption of the EQF with its eight reference levels and associated definitions provides a mechanism to create transparency between national and European qualification systems. The Recommendation specifies that countries should relate their national qualifications systems to the EQF by 2010. By 2012, every new qualification issued in the EU should have a reference to the appropriate EQF reference level, so the benefits to mobility and lifelong learning that the EQF brings will be visible and available to every EU citizen.

The European Qualification Framework includes a glossary that explains the terminology on learning outcome and the meaning of: knowledge, skills and competencies. Practical level referencing is determined to be based on learning outcomes and therefore elaboration of the learning outcome approach is part of the future curriculum and qualification development process.

The establishment of an EQF Advisory Group supports further development and implementation of the EQF and comparing the corresponding National Qualification Frameworks policy, development and application. Comparing learning outcome based qualifications calls for a clear description of what is “in it” and what are the demands of learning outcomes used for referencing the EQF levels or appropriate learning outcome descriptions.

The process of developing the EQF has inspired and influenced the way qualifications have been described during the last decade. Experts now concentrate attention on the relationship between output and input centred approaches. Even with the shift to learning outcomes the teaching process still calls for some guidelines in terms of input – the curriculum, to support the local planning and contribution to setting the context for the learning outcomes.2 One of the main conclusions from the research undertaken by CEDEFOP in 2007 on the concept and impact of implementing learning outcomes in Europe summaries:

1 http://ec.europa.eu/education/policies/educ/eqf/index_en.html2 CEDEFOP (2008), the shift to learning outcomes. Conceptual, political and practical developments in Europe.Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


The focus changes, but the other components of the process do not disappear. Learning outcomes are the focus, and provide a key role in organising systemic aims, curriculum, pedagogy, assessment and quality assurance. These other factors remain significant in planning and implementation. p.41

3.2.2 European Credit System for Vocational Education and Training (ECVET) The European Commission (EC) agreed on the establishment of the European Credit system for Vocational Education and Training (ECVET)3 in April 2008. The system facilitates learners’ mobility within the EU by recognising their achievement from the result of studying qualifications in other EU countries. The system is based on memorandums of agreement between institutions where they agree the credit value for a particular unit of learning within a qualification. The credit value is based on a full time vocational qualification course having the equivalence of 60 credit points in any one year. The EC expects that countries to be gradually implementing the system from 2012, by which time they will have developed tools and users guides to facilitate the process.

3.2.3 EU Key Competences for Lifelong Learning (LLL)In 2006 the EU parliament identified and defined the key competences4 necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge Society. The EU suggests that the inclusion of these competences in the curriculum for initial education and training ensure that by the end of school young people will have developed the key competences to a level that equips them for adult life and that forms a basis for further learning and working life. Another aim of the LLL key competence framework is to provide a European-level reference tool for policy-makers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives

The Reference Framework sets out eight key competences:

1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in science and technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;7) Sense of initiative and entrepreneurship; 8) Cultural awareness and expression.

The four competences: digital, learning to learn, social and civic and sense of initiative and entrepreneurship are skills related and cannot be taught and assessed using traditional teaching methods and have to be developed and assessed using proactive instruments of assessment that generate evidence of attitudinal competence over a number of weeks eg projects, practical exercises, role play simulation and case studies.

3.2.4 European teaching strategiesBoth the EQF and the general scientific recognition about how we learn imply or suggest new learning strategies of active or student centred learning. Malcolm Knowles (1978, 1990) is the theorist who brought the concept of adult learning to the fore. He has argued that

3 ec.europa.eu/education/policies/educ/ecvet/index4 http://ec.europa.eu/education/lifelong-learning-policy/doc40_en.htmMaterial produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


adulthood has arrived when people behave in adult ways, usually at about the age of 14 and believe themselves to be adults. Then they should be treated as adults. He taught that adult learning was special in a number of ways. For example:

Adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource.

Adults expect to have a high degree of influence on what they are to be educated for, and how they are to be educated.

The active participation of learners should be encouraged in designing and implementing educational programs.

Adults need to be able to see applications for new learning. Adult learners expect to have a high degree of influence on how learning will be

evaluated. Adults expect their responses to be acted upon when asked for feedback on the

progress of the program.

Here is a quote from Burns5 (1995, p.233)

By adulthood people are self-directing. This is the concept that lies at the heart of andragogy ... andragogy is therefore student-centred, experience-based, problem-oriented and collaborative very much in the spirit of the humanist approach to learning and education ... the whole educational activity turns on the student.

Curriculum tends to be assessment led. Many countries are introducing practice-orientated assessment to a greater or lesser extent. This is where the emphassis6 is on the:

quality of assessment rather than the quantity connectivity between theory and practice and the transmission of knowledge authentic assessment settings assessment as part of the learning process focus on the learning process and changes in the learners skills and learning

outcomes focus on self and peer assessment

This form of assessment tends to create a more motivating and leanrer focused curriculum, but requires good employer school partnerships.

3.3 Romanian

3.3.1 History of TVET systemRomania was the first country in Central and Eastern Europe to start developing competency-based occupational standards. Since the second half of the 1990s, vocational education has been using these occupational profiles to develop broadly formulated, outcome-based courses and qualifications that will provide young people with access to a range of occupations. The links with representatives of both sides of industry and with companies have also been improved gradually through the establishment of Sector Committees. Occupational standards were developed, with the assistance of the World Bank, by a specially formed Council for Occupational Standards and Accreditation (COSA) which provided technical assistance to the working parties which developed the standards. This body was later absorbed into the National Adult Training Board (NATB) which is currently

5 Burns, R. 1995 The adult learner at work Business and Professional Publishing, Sydney6 Stenstrom and Laine 2006 Towards good practices for practice- orientated assessmentsMaterial produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


developing its role as the National Qualifications Authority. NATB has continued to provide technical assistance in the development of Occupational Standards and Training Standards, working with the emerging Sector Committees, which have the responsibility for validating both kinds of standard and the qualifications which they compose. The NATB also keeps the national register of qualifications including both pre and post university qualifications and continuing professional qualifications. The National Centre for the Development of Vocational Education and Training (NCDVET) has supported this work through a series of PHARE projects. The development of qualifications at university levels is supported by the National Agency for Qualifications in Higher Education and Partnership with the Economic and Social Environment (ACPART), who have developed a framework description of the design of HE qualifications in terms of broad competences for each of the 3 cycles of study – EQF levels 6, 7 and 8. This is now being piloted. Romania is developing a National Qualifications Framework (NQF) within a national system of quality assurance. The two bodies that assure the quality systems are the Romanian Agency for Quality Assurance in Pre-University Education (ARACIP) and Romanian Agency for Quality Assurance in Higher Education (ARACIS). These bodies will ensure the relevance and consistency of qualifications and the standards of which they are composed. There is now a need to clarify the roles and harmonize the systems between the NATB and NCDVET and ACPART to develop a coherent methodology for the development of Occupational Standards, Training Standards and the vocational education and training (VET) qualifications formed from them which will be the main components of the NQF.

3.3.2 Educational systemThe Romanian educational system is described in the table below.

3.3.3 Existing Methodology for developing curriculum from qualifications

Note many of the qualifications gained through the lyceum route and the schools of arts and crafts are very similar. The system lacks progression from SAM qualifications to lycee qualifications.



There are three current methodologies for developing the curriculum; two at pre-university level:

1. Developed in 2003 and refined in 2006 from validated Qualifications formed from Unit Training Standards based on learning outcomes and performance criteria with range statements

2. Similar curriculum format, but based on simplified training standards written around: knowledge, skills and competence that lack clear assessment criteria.

and 3. A Higher Education curriculum development process that describes the

National Qualification Framework for Higher Education and gives the individual universities the freedom to develop the curriculum based on the descriptor f competences.

All three methodologies will be evaluated and suggestions made for improvement.

3.3.5 Nature and derivation of curriculum auxiliaries development

Curriculum Auxiliaries (CA) are learning materials that create active and student centred learning scenarios for the learner. They compliment, and in some occupational areas where technologies and ways of work change rapidly, supplement the text books. CAs can be developed and changed to reflect the range of resources available in a particular vocational schools or local enterprises. CAs should develop the key skills at the same time as the technical skills and knowledge in one integrated learning package.

In some instances continuous assessment activities may be built into the curriculum auxiliary to provide evidence for summative assessment of a module. If this is the case the assessment criteria must match those of the knowledge, skills and attitudes found in the unitised training standards.

Well developed CAs promote interaction between the learner and the teacher or instructor. They are a useful means of improving the development of the EQF “personal and professional outcomes”7 by encouraging the learner to:

read and carry out instructions8

take more responsibility for tasks whether working on their own or in small groups, think critically about a topic make a decision on how a task or the solving of a problem is implemented be creative

These criteria are cited by ARACIP in their examples of good practice of the QA indicators: curriculum design, development and assessment. The details of the examples are found in Annex 2.

7 See annex 18 The level of functional reading in Romania according to the OECD 2007 Executive Summary PISA 2006: Science Competencies for Tomorrow’s World (table on page 48) is ranked as 44, with the majority of students performing at below level 1.



The EU Life Long Learning key skills and in particular: Interpersonal, intercultural and social competences and civic competence9, Sense of entrepreneurship10 and Sense of entrepreneurship11 may be developed through the activities of the CAs.

Ideally the CAs in a vocational school context should reflect the world of work and not just be geared to knowledge and basic technical activities. This will include such general objectives as consideration to health and safety, environmental protection and the economical aspects of the domain eg the cost of components used during the learning activity.

The indicative structure of the curriculum auxiliary as developed by the NCDVET is shown in Annex 3. The writer is free to develop the structure further, but should minimally include the sections indicated.

3.4 Linkages with other projects and activities

This report makes use of outputs from the PHARE 2005 TVET project, in particular the curriculum development activity. The suggested methodologies have been evaluated by the Qualifications and Quality Assurance, E-learning and European Policies experts. Their feedback has been noted and the methodologies amended accordingly. The suggested methodologies have also been shared with the PHARE 2006 NATB project, NATB, ACPART and the ARACHIP.

9 defined as: - the ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy.

10 defined as: - an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.11 defined as: - the ability to pursue and persist in learning, to organise one's own learning, through self management. This competence includes awareness of one's learning needs, accepting guidance and the ability to overcome obstacles in order to learn successfully. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training


4. Evaluation of the current curriculum methodology for pre-university TVET education

The table below evaluates the current curriculum methodology and its impact on learning and achievement against the Evaluation Checklist12. The checklist is based on the National Quality Assessment Framework (NQAF) quality principles:

Quality Principle 4 – Learning Programme Design, Development, and ReviewThe organisation is responsive to the needs of all stakeholders in developing and delivering learning programmes

Quality Principle 5 –Teaching, Training, and Learning The organisation offers equality of access to learning programmes and supports all learnersBeneath each quality principle is a list of recommendations.

Quality Principle 6 – Assessment and Certification of Learning – Individual ModulesThe organisation operates effective assessment and monitoring processes to help learners progress

The details of these principles may be found in Annex 1.

The findings are the result of reviewing the current curriculum development methodology13 from the existing training standards. A curriculum from each of the 16 domains across the 4 levels was evaluated to establish the quality of the product of the methodology. During the evaluation process at least 20 teachers, 10 curriculum developers and 8 employers were interviewed as well as input from the curriculum development advisers from the PIU. Their feedback was used to help establish some of the pragmatic aspects of the methodology. Eight project and previous project schools were visited from across a spectrum of domains and localities – city, town and rural, including a Regional Development Centre school to find out how the curriculum was being implemented in the classroom and what effect it had on improving learning.

The comments also reflect the results of the SWOT analysis done by curriculum developers during a workshop as part of the PHARE 2006 training see annex 3

Evaluation of Current Curriculum Development Methodology

See the table over the page for evaluation and recommendations against the national quality indicators.

12 This document was agreed with the PIU during the inception phase of the project.13 See Annex 2 for the current curriculum development methodology

Criteria Comments Recommendations

1. There is a clear and justified need for the documentation / procedure:

Curriculum title page

Authors

Learning plan

Modules composition tableModule:

Place of module in curriculum plan List of learning outcomes Table of correlation

1. A curriculum document is useful for: School management:- to plan, organise and

manage curriculum delivery Guidance and promotion of course Pupils:- to identify learning and assessment

goals Teachers/social partners:- to plan strategy in

delivery and assessment of curriculum

2. Missing a reference to level of qualification, synopsis of purpose and how long the curriculum is valid for.

3. This authors names need to be documented, but often are too prominent

4. This should refer to a minimum provision of specialised technology, laboratory facilities or work placements. Ideally the curriculum plan should be developed at school level including available access to ICT for learning

5. The modules always include complete units, so the inclusion of learning outcomes is unnecessary.

6. This section is wordy and irrelevant in its present format

7. This list is repeated in the table below

1. Retain the curriculum document in some shape or form, as teachers are use to it and training standards are new. Try and include the contents of the training standards within the curriculum document as so as teachers only have to refer to one document.

2. Provide essential information on front page of curriculum documentation and simplify document through use of a standard template and abbreviated training standards with clear assessment criteria, progression routes and careers information

3. Keep the entry simple and compact

4. Encourage the use of ICT by including it in the list of training facilities required for the technical curriculum.

5. Provide a simple list of modules and their associated units.



Table of Contents / competence

Suggested teaching and learning methods

Suggested assessment methods

Local curriculum::

8. The table is difficult to read, especially the contents column as it has no active verbs and does not provide a performance criteria.

9. In its present format, this section is very repetitive from one module to another and so conveys no specific information to help the teacher

10. In its present format, this section is very repetitive from one module to another and so conveys no specific information to help the teacher

11. This section is required12. The curriculum document as a whole lacks

information for careers guidance purposes eg access, progression, job opportunities and choices

6. Rewrite each module as a 1 or 2 page document that covers: - Learning outcomes - Performance criteria - Suggested learning and teaching strategies - Assessment methods

7. Remove this general information as it is covered in the Guide to Student Centred Learning14 and provide specifics within each module

8. Remove this general information as it will be covered in the Assessment Manual15 and provide specifics within each module

9. Provide a page for career’s guidance within the curriculum documentation

2. The contents of the document are internally coherent, make sense and are simply stated

13. The finished products tend to be long, wordy, repetitive and difficult to use according to many teachers and curriculum developers

10. Rewrite as above

3. Language is clear and simple 14. Language is ambiguous and often too technical for the level of the pupils using the curriculum

11. Simplify language and provide a curricula developers check list to reinforce this


14 Bob George Guide to Student Centred Learning 2006 NCDVET Phare 2003 15 Mary Williams Assessment Manual 2009 NCDVET Phare 2006 Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


4. Easy to implement by : Social partner, Teacher Curriculum Developer. , Educational

Manager, Administrator, Learner, MERI

15. Many teachers found it difficult to extract precise information from the document as to what they were to teach. Some teachers just work from the training standards as they find them much easier to follow

12. The product needs to be shorter and in a simpler format for people to use it effectively and provide a national curriculum that develops the standardised competences. See point 11 and add a section that refers to resources required or accessible to deliver curricula

5. Text is free from typographical, grammatical and formatting errors and is complete.

16. Many errors were found in the documentation from missing or different performance criteria content to missing learning outcomes e.g. management of the exploitation of agriculture form Level 3.

13. PIU check documentation carefully before it is verified by the NATB

6. Contains diagrams to make it explicit 17. A few curricula provided diagrams indicating progression routes. This enriched the documents.

14. Provide a table or diagram to indicate modular choice and progression routes

7. Reflects its intended purpose 18. The curriculum documentation is a working document and should be referred to by teachers on a regular basis. This was evident in some schools, but not all.

15. Simplify documentation as above to make it user friendly

8. Produces a cost effective and pragmatic system/procedure

19. A school based curriculum, based on the unitised training standards may remove a layer of bureaucracy and allow the teachers more ownership of the training plan to meet the needs of the school’s resources and access to local partners.

16. This will happen in the future as the education system becomes decentralised.




9. Reflects the EQF / Romanian levels. 20. The qualification and modules do not mention EQF levels in the documentation

17. The curriculum must be developed around a EQF16 level descriptors as specified in the table found in the unit development methodology.

10. Reflects the ECVET system 21. The qualification and modules are not allocated any credit points

18. This needs to be addressed in the new methodology to reflect ECVET

11. The title is concise, appropriate and indicative of the content

22. Generally this is true for all qualifications and modules

12. Promotes wider access and participation to the curriculum

23. The access is limited to achievement of the lower level of qualification. This is generally true, but is not always true. Students may learn skills informally in a family business.

24. Many learners were unable to participate fully in the curriculum, as their key skills in communications and numeracy17 were not sufficient for the domain eg industrial chemistry, mechatronics etc.

19. Reword the access requirements to make them more open

20. Build on the learners existing knowledge and skills by providing diagnostic testing. Match the level of the learner to the curriculum and do not assume that all class 11 students are ready to learn at EQF level 3 (TVET level2).


16 See annex 2 17 PISA results: - the level of functional reading in Romania according to the OECD 2007 Executive Summary PISA 2006: Science Competencies for Tomorrow’s World (table on page 48) is ranked as 44, with the majority of students performing at below level 1.Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


13. Promotes student centred learning that develops key competences as well as professional competences

24. The majority of learning tended to be teacher led or directed and was not student focused. The practical learning tended to be highly controlled by the teacher/instructor, so limiting the development of key competences. The module assessment criteria tended to value theoretical learning eg short tests that do not provide valid assessment against practical and key competences.

21. Provide more training in: student centred learning assessment

for teachers in particular curriculum developers, using the SCL and assessment guides written during this and previous PHARE projects

14. Unit standards that make up the curriculum are stated clearly

25. Yes, this is true

15. Learning outcomes are clearly stated 26. Learning outcomes are generally stated clearly, but are not always measurable or achievable in a training context:

22. The qualification development methodology needs clear examples of crafting learning outcomes that are achieve able and measurable within a school or common workplace environment

16. Key competences are included as per the EU LLL policy

27. The curriculum includes key skills, but they are not in line with the EU LLL key competences. Little emphasis is put on developing the key competences within the curriculum eg Sense of initiative and entrepreneurship

23. Review the key skills in the light of the EU LLL key competences and the input from the occupational standards. Key skills may be assessed at varying levels within one class eg communications.

17. Provides for a broad and flexible curriculum giving the learner maximum opportunity and choice

28. The curriculum within a domain is fairly broad. The school makes the choice of optional modules for the learner, matching the curriculum to the local economy and its needs. Rural schools, in particular, offer a narrow choice of domains.

24. In the future as the TVET system develops in Romania it needs to create real personal curriculum choice especially for the rural learner.




18. Socially inclusive demonstrating active implementation of an Equal Opportunities policy

29. The more able learners of both genders have an equal opportunity, but the less able learner gets allocated a place in a less popular school eg mechanical hand skills, where there is often a low level of motivation.

25. The country needs to develop low level skills in the more popular domains eg electronics just as much as the technician level skills. Provide more level 2 courses in the more popular schools eg commerce and electronic manufacturing.

19. Recognises the learners prior learning and provides accelerated learning or extension work

30. This is not possible under the initial vocational schooling system

26. In the future as the TVET system develops in Romania it needs to allow for differentiated learning within qualifications eg English at beginners and intermediate level within one year group.

20. Includes a balance of practical performance criteria content as well as theoretical knowledge

31. On paper the curriculum contains a balance between practical criteria and theoretical knowledge, but in practice many of the practical classes were being delivered as practical demonstration by the instructor/teacher and the learner was developing practical knowledge rather than practical skills. The linkage between the theoretical and practical curriculum was poor in many curriculum documents.

27.Theory should only be developed if it can be applied to a practical application within a module in the curriculum. These examples should be cited in all theoretical modules to provide a smooth linkage between the workshop practice and the knowledge based theory.

21. Access and progression routes are considered and described clearly

32. Access and progression routes are described by time serving mechanisms rather than output level. Some of the level 3 technical qualifications cannot be accessed from a level 2 qualification within the same domain and are not progressive eg separate qualifications for SAM and technical high

28. It is suggested that a level 3 qualification plus the statutory level of key competence eg mathematics, communication skills and ICT modules should provide an alternative access route to degree level courses.



schools in the same subject eg mechatronics33. Progression routes to EQF level 5 technical

courses or university degree courses do not exist.

22. Reference is made to current and future employment opportunities

34. Curriculum documents in many domains provide wide employment opportunities, but some domains have narrow employment opportunities.

29. Ensure that all school based curricula lead to a broad spectrum of employment.

23. Supports pre and on course guidance 35. The curriculum document does have some useful information for guidance purposes, but it is difficult to extract from the document.

30. Redesign curriculum document with clear sections that may be of use to all users including the guidance teacher.

24. Supports e-learning delivery 36. The curriculum document is very “wordy” for e-learning purposes; however the curriculum does support e-learning for all knowledge and some parts of the practical skills.

31. Redesign the curriculum document making use of electronic templates and bullet points etc. to make it easier to read and use electronically


Report on the evaluation of curriculum development

5. Evaluation of the PHARE 2005 proposed curriculum development methodology

The latest curriculum that has been developed has piloted a unit template with the headings:

Knowledge Skills and Competence

for each learning outcome. These headings define the performance criteria in terms of the knowledge, skills and competence for each learning outcome. They are followed by an assessment box. This format is good and should provide clearly defined training standards in line with the EQF.

However on examining the products there is a tendency to repeat performance criteria across columns e.g. a unit for painting and decorating may provide the following information for the learning outcome - Paint a wall:

Knowledge Skills Competence1. Know the health

and safety norms1. Describe the

health and safety norms for painting a wall

1. Apply health and safety norms

2. Know the range of paints and brushes available

2. Paint the wall

3. Know how to hold and use a paint brush

Often

the knowledge, skills and competence are crafted without clearly specified and measurable criteria.

the language was too complex giving the product an academic flavour rather than a pragmatic standard

the content did not equate to the EQF levels – the knowledge requirement being too detailed and the skills column had insufficient practical detail

active verbs were not used for the skills column and the skill often read as knowing how to paint a wall without actually having to do it in practice

the assessment description had a minimal reference to the key competences

This leads to ambiguity for the teacher who has to deliver the curriculum.



The competence column should refer to the level of autonomy and responsibility of the learner.

The above table might be more clearly and simply be written as:


Skills the leaner is able to: Competence the leaner demonstrates

2. how to recognise and avoid:

a. chemical risks associated with paints - fumes and contact

b. risks to the general public and other people’s property whilst working

c. risks of working at a height :

1. Takes adequate precautions when painting

1. Carry out the skills without having to ask for help.

3. The range of paints and brushes available and their costs, advantages and disadvantages for particular applications

4. Reads an interprets job

instructions

5. Selects the brushes and quantity of paint for the job

6. Paints at least 9m2

wall using a roller7. Paints at least 9m2

wall using a brush8. Demonstrates the

correct use of a paint sprayer.

9. Work at a height greater than 2m

10.Know how to hold and use a paint brush – this is knowledge of practice and is better described just as a skill

The competence column normally will have little content and the document may be simplified by including the concept of competence within the assessment box. E.g



ASSESSMENT The learner is expected to demonstrate all the above skills in no more than 2 separate practical exercises or projects with little direction from the teacher or instructor.The assessment box should not be over prescriptive as the context of the delivery and application of the modules varies from school to school, reflecting geography, local enterprises, workshops etc. However the assessment box needs to reflect the bare minimum of activity to cover the complete range of skill performance criteria.

Thus the above table could be combined and simplified to:




6. how to

recognise and

avoid:

7. chemical risks

associated with

paints - fumes

and contact

with skin

8. risks to the

general public

and other

people’s

property whilst

working

9. risks of working

at a height :

10.The range of

paints and

brushes

a. Takes adequate

precautions when

painting

b. Reads and interprets

job instructions

c. Selects the brushes

and quantity of paint

for the job Paints at

least 9m2 wall using a

roller

d. Paints at least 9m2

wall using a brush

e. Demonstrates the

correct use of a paint

sprayer.

f. Work at a height

greater than 2m

The learner is

expected to

demonstrate all the

above skills and

knowledge in no

more than 2

separate practical

exercises or

projects with little

direction from the

teacher or instructor



available and

their costs,

advantages

and

disadvantages

for particular

applications

This clear and simplified formatting of the training standards could be transposed to the curriculum document giving a clear, easy to read document that is easily interpreted to a common standard by all teachers.



6. Review of the Format of Curriculum Auxiliary

All documentation has been reviewed using the standard review criteria in Annex 4. Developers have been asked for feedback about the ease of use of the existing methodology.

The format is simple and open. This is good as it flexible and allows the template to be used in a number of different ways to suit the nature of the activity and domain.

However the template does not include reference to:

The development of key skills and their evaluation

Under the Quality Assurance Framework for VET Providers Self Assessment Manual Part 1 Section 8 – Examples of Standards for Teaching and Training – Very good grade descriptors for key skills, Page 103 - “highly effective identification and cross-referencing of key skills in planning activities and resources; shared with learners and evidence used for assessment purposes.”

Review of the guidelines for developing auxiliaries – Enriching Learning Activities

These guidelines, developed under PHARE 2005TVET project, for developing classroom based auxiliary materials have a high standard of presentation, an excellent coverage of the technical aspects of developing auxiliaries, but are slanted towards learning materials for general educational subjects. There is little reference to vocational education and training. They do not emphasise the need to develop materials that:

Link the application of the technical skills to the world of work by giving pragmatic vocational examples of the new skills or knowledge. e.g. by referring learners to real life technical catalogues, company web sites etc.

Under the Quality Assurance Framework for VET Providers Self Assessment Manual Part 1 Section 8 – Examples of Standards for Teaching and Training Page 103 - “Links for learning should link previous knowledge and experience to reinforce and promote learning especially in relation to linking theory and practice in vocational areas .”

Under the ARACIP Examples of Standards for Teaching and Training, Observation and Assessment Criteria number 13 – Learning is put in a “real life” context. This is particularly important for VET schools.


Recommendation 1: Include the development of at least one key skill learning outcome and its evaluation within the learning materials


4. Review of curriculum auxiliary products developed under PHARE TVET 2005

46 CAs at TVET level 3, from across 15 domains, were produced, using the guidelines and structure from section 3. Some of the auxiliaries covered just 2 learning outcomes from a module and no key skills, but many covered a complete module. The Key Expert (KE) randomly reviewed18 12 CAs from a cross section of domains:

Oiling of machines The use of illumination in filmingConstructing buildings Making furnitureEnvironmental chemical analysis Forest surveys3D Autocad Hair salon designElectrical installation Electronic operationsWeather technician Business letter writing

There were some excellent examples of CAs that encompassed good practice in many areas:

challenging activities good use of graphics and digital photography clear layout of activities pre-assessment of learners and revision exercises of underpinning

knowledge explicit instructions for the learner and teacher clearly formatted activity goals that related directly to the competencies to be

developed regular formative assessment and/or self assessment with provision for

constructive feedback from the teacher incorporation of the development of key skills varied and challenging learning activities

Some of the CAs were:

too close to a text book i.e. full of information and facts with a small number of traditional calculation based activities

visually unexciting teacher led rather than student centred lacking choice in learning styles for students not creating holistic active learning scenarios not including the recognition of new learning theories, where the learner is

encouraged to be a knowledge seeker and think actively about the application of knowledge in an everyday vocational context e.g. germs spread disease – how do I help eliminate them in my kitchen?

18 The KE did not have a translated version of the documents, but skim read the documents with the help of a translator.Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

Recommendation 2: Include a section in the CA methodology on linking learning of knowledge and skills to the learners previous experience and to

“real life” vocational context/experienceRecommendation 3: Include real life vocational examples within the Enriching

Learning Activities materials checklist


There were some common areas for improvement in the learning content of the modules. The CAs are not a specialist text book for the module, but a resource through which learning scenarios can be established using student centred learning methodology. The comments are based on European good practice as well as the ARACIP good practice examples mentioned in Annex 2 and are supported by the andragogy learning theories of Malcolm Knowles19. Many of the issues have already been covered in Mykytyn I “Enriching Learning Activities” 2008, but they have not been implemented in the CAs.

1.Intensity of blocks of text

Many of the learners have low levels of functional literacy20. Learners are

19 Knowles M. S. (1980) “The Modern Practice of Adult Education” (revised and updated); Chicago: Association Press (originally published in 1970).Knowles M. (1984) “The Adult Learner: A neglected species”; Houston, Gulf Publishing.

20 PISA 2006 Results for Romanian Functional literacy - http://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.htmlMaterial produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

Recommendation 4: Include the following strategies within the CAs –

1. Include the use of ICT within the CAs to search for information, organise information and present information. The internet is the real commercial world and learners need to practice accessing and using it within their vocational area

2. Use flow charts or mind maps in activities to aid the organisation of new knowledge, experiences and connect them with old

3. Use a digital camera to focus on a vocational process

4. Develop the appropriate foreign language technical vocabulary

5. Look at a vocational activity through the eyes of a customer and their expectations e.g. what is fashionable now when making furniture, what features does a customer expect in a modern salon, what service do they expect for a quality service etc

6. Include reference to: health and safety, environmental issues, supply of common consumables eg costs, standardised quantities and

components and typical supply times; if appropriate when carrying out activities

Recommendation 5: Ensure the following learning issues are covered in the template or guidelines


attracted to material and able to assimilate information if text is visually appealing. This may be achieved by:

line spaces between paragraphs - breaks up a block of intimidating text bullet points – simplifies ideas and is information is more easily organised

and linked to prior knowledge or experiences adding diagrams and or pictures – reinforcing the application of the theory

in a real life environment including learners self assessment questions – ask the learner to draw a

flow chart of a particular process, plan for an activity, review the information given by drawing a mind map of it or ask them to reflect on what they have learnt and explain the main points or concepts to another student

2. Level of the knowledge competences within the activities Many of the learners were asked to identify, name or classify parts of equipment and processes within their domain. This is merely listing facts, a low level and is equivalent to EQF level 3 - Knowledge of facts, principles, processes and general concepts, in a field of work or study. This recall of facts does not challenge the learner and develop deeper study processes as defined by EQF level 4 - study, where learners should be dealing with more general knowledge i.e relating the facts to a range of simple everyday practical applications. The link with practical everyday applications will help to motivate the learner as to the worth of the knowledge. See examples 1 and 2 in Annex 5.

3. Providing challenging activities Many of the activities were directed and narrow e.g. read the next 2 pages of text and fill in the missing words in the spaces below, read the temperature and copy it into box, link the parameter with another parameter according to the process etc and the learner did not have to think about why they were doing the task, had any choice, control or influence on what and how they carried out the activity. Few of the activities gave the learner autonomy or responsibility for a task. The learner missed the opportunity to practice the EQF Level 4 competence of Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities and did not develop the key skills of organising and planning. Learners in class XII and XIII are aged 18 or 19 and are adults. They respect being treated as adults and given adult responsibilities to prepare them for the world of work. Giving the learner more autonomy within activities improves their motivation.

4. Include activities that pose a real life problem to the learnerThis aids motivation for the learner and develops the skills of the learner. The EQF level 4 for skills is: A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study. It is often difficult to come up with real life problems, but there are some examples in annex 5. Many everyday scenarios may be built around what if X happened or Y failed and what action would you take to solve the problem. Remember that we are not always talking about academic problems in VET, but everyday occurrences that we have all experienced on a regular occurrence eg the level of supply voltage dropping, the tour bus arriving late to the restaurant, the flooding of fields etc. All these scenarios allow the learning to be more



real and helps motivate the learner. At lower levels it is best to give the learner a choice of two options eg two customers want a garment made and completed for the same day, should they make one first and then the other or do all the cutting out for both and then the sewing for both and then the pressing for both.

5. Vary the size of the group carrying out the activitiesProvide learning activities with learners working in small or large groups or indeed individually if appropriate. Most tasks in the world of work are done as part of a group and VET should reflect this aspect of work. Research has found that learners often learn more from their peers than they do from their teachers. The advantage of group work is that the EU Life Long Learning Skills21 of Interpersonal, intercultural and social competences and civic competence22, Sense of entrepreneurship23 and Sense of entrepreneurship24

may be developed within a controlled environment. A group provides greater opportunity for peer-group assessment and presentation of evaluating the results of learning to one another.

6. Provide enough time for the activities Many of the activities are allocated unrealistic completion times unless the teacher is standing at the front of the class directing the class in every aspect of the activity. AT level 3 the learner should be planning and organising the activity themselves. This takes time. Remember the learner needs time to think! Leaving out the thinking time reduces the learning achieved. The learner is not given time to:

think about why they are doing the activity link the learning to previous experiences and knowledge plan and organise the implementation of the activity evaluate the learning

For effective learning to take place all the above stages have to take place.

7. Development of wider communication skills

Whilst developing technical outcomes it is useful for learners to develop and practice communication skills in all aspects:

21 http://ec.europa.eu/education/lifelong-learning-policy/doc46_en.htm




http://ec.europa.eu/education/lifelong-learning-policy/doc46_en.htm


Listening to each others point of view Writing reports, letters or instructions incorporating technical

language Discussing, presenting, teaching one another about new

knowledge or explaining previous experiences or playing inter group quizzes

Increasing vocational foreign language vocabulary as part of an activity. Perhaps write an instruction for an activity in English as many instructions for specialist equipment in real life will only be in English and not Romanian. As an extension activity ask learners to find the English vocabulary for all the vocational words used in the module.

8. Using ICT to enrich learningThe world of work depends on ICT to function. The internet is a huge information resource that is now the centre of the worlds information infrastructure through such things as:

Web sites Email Forums Chat/SMS

All TVET project schools have access to ICT within their vocational area. This facility should be used widely to stimulate learning within the vocational area. This was not apparent within the CAs reviewed.To participate in tomorrow’s economy citizens need to be familiar with searching for vocational information from the internet. At the very least learners should be asked to search for information, organise it and share it with others. This is a powerful learning strategy as the student has control of their own learning and at the same time is developing skills that are useful in the world of work. The learning is improved if the learners work in small groups and are given a limited space to convey the results of their activities in. This means that they have to sift through their information for the most interesting or important facts and in doing so they have to negotiate with one another and make decisions – most important skills for later in life. At level 3+ learners would be expected to undertake individual research as part of all studies.

The digital camera was used widely by the teachers to create CAs, but it should also be used by the learner, where possible, to focus on particular vocational processes eg photograph the stages in the cleaning of oil filters. This not only teaches the student how the task is done, but also teaches them to read and follow instructions from an instruction manual and or interview an instructor or trained worker. This provides a more learner centred curriculum for the student, gives him autonomy and again improves motivation.

9. Linking general skills across modulesAll level 3 vocational jobs will involve some form of low level supervision of quality of workmanship, relationship with the customer, health and safety, environmental aspects and limited resources. The learning and reinforcement of these skills is best done if they are integrated naturally across technical modules. They help make the learning of vocational knowledge and skills more pragmatic and also provide the employer with the



practical skills that they require at the workplace. E.g the module on oiling machinery could include a web search on the types of oils available on the market, their cost, health and safety issues and maybe have finished up with an estimate and cost of approximately how much oil would be needed to keep the machine running for a month and any storage issues concerning the lubricant.

10. Assessment25

All the CAs should create opportunities for formative assessment to take place where the teacher and learners, working together, can

pinpoint the learner's strengths and advise on how to develop them be clear and constructive about any weaknesses and how they might

be addressed provide opportunities for learners to improve upon their work.

This concept of a dialogue between teacher and learner only appeared in a few of the CAs. Good constructive feedback, according to Butler 1988, can improve learning by up to 33% and is an area to be considered carefully when developing CAs.

When a complete module auxiliary package is being developed it often makes sense to develop the end of module assessment at the same time and so create a comprehensive learning and assessment package.

11. Resources It is useful for the teacher to have a list of the resources required for each CAs. This is particularly true when the CA is being used in an open/distance learning centre, where many different learning activities are taking place at once. If the resources are clearly stated then a technician or technical support person can prepare the resources prior to the student’s arrival.

5. Review of curriculum auxiliary products developed under PHARE TVET 2005

46 CAs at TVET level 3, from across 15 domains, were produced, using the guidelines and structure from section 3. Some of the auxiliaries covered just 2 learning outcomes from a module and no key skills, but many covered a complete module. The Key Expert (KE) randomly reviewed26 12 CAs from a cross section of domains:

Oiling of machines The use of illumination in filmingConstructing buildings Making furnitureEnvironmental chemical analysis Forest surveys3D Autocad Hair salon designElectrical installation Electronic operations

25 Mykytyn I “Enriching learning Activities” page 10 and 1126 The KE did not have a translated version of the documents, but skim read the documents with the help of a translator.Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


Weather technician Business letter writing

There were some excellent examples of CAs that encompassed good practice in many areas:

challenging activities good use of graphics and digital photography clear layout of activities pre-assessment of learners and revision exercises of underpinning

knowledge explicit instructions for the learner and teacher clearly formatted activity goals that related directly to the competencies to be

developed regular formative assessment and/or self assessment with provision for

constructive feedback from the teacher incorporation of the development of key skills varied and challenging learning activities

Some of the CAs were:

too close to a text book i.e. full of information and facts with a small number of traditional calculation based activities

visually unexciting teacher led rather than student centred lacking choice in learning styles for students not creating holistic active learning scenarios not including the recognition of new learning theories, where the learner is

encouraged to be a knowledge seeker and think actively about the application of knowledge in an everyday vocational context e.g. germs spread disease – how do I help eliminate them in my kitchen?



There were some common areas for improvement in the learning content of the modules. The CAs are not a specialist text book for the module, but a resource through which learning scenarios can be established using student centred learning methodology. The comments are based on European good practice as well as the ARACIP good practice examples mentioned in Annex 2 and are supported by the andragogy learning theories of Malcolm Knowles27. Many of the issues have already been covered in Mykytyn I “Enriching Learning Activities” 2008, but they have not been implemented in the CAs.

12.Intensity of blocks of text

Many of the learners have low levels of functional literacy28. Learners are attracted to material and able to assimilate information if text is visually appealing. This may be achieved by:

line spaces between paragraphs - breaks up a block of intimidating text bullet points – simplifies ideas and is information is more easily organised

and linked to prior knowledge or experiences adding diagrams and or pictures – reinforcing the application of the theory

in a real life environment

27 Knowles M. S. (1980) “The Modern Practice of Adult Education” (revised and updated); Chicago: Association Press (originally published in 1970).Knowles M. (1984) “The Adult Learner: A neglected species”; Houston, Gulf Publishing.

28 PISA 2006 Results for Romanian Functional literacy - http://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.htmlMaterial produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

Recommendation 4: Include the following strategies within the CAs –

7. Include the use of ICT within the CAs to search for information, organise information and present information. The internet is the real commercial world and learners need to practice accessing and using it within their vocational area

8. Use flow charts or mind maps in activities to aid the organisation of new knowledge, experiences and connect them with old

9. Use a digital camera to focus on a vocational process

10. Develop the appropriate foreign language technical vocabulary

11. Look at a vocational activity through the eyes of a customer and their expectations e.g. what is fashionable now when making furniture, what features does a customer expect in a modern salon, what service do they expect for a quality service etc

12. Include reference to: health and safety, environmental issues, supply of common consumables eg costs, standardised quantities and

components and typical supply times; if appropriate when carrying out activities

Recommendation 5: Ensure the following learning issues are covered in the template or guidelines


including learners self assessment questions – ask the learner to draw a flow chart of a particular process, plan for an activity, review the information given by drawing a mind map of it or ask them to reflect on what they have learnt and explain the main points or concepts to another student

13. Level of the knowledge competences within the activities Many of the learners were asked to identify, name or classify parts of equipment and processes within their domain. This is merely listing facts, a low level of knowledge and is equivalent to EQF level 3 - Knowledge of facts, principles, processes and general concepts, in a field of work or study. This recall of facts does not challenge the learner and develop deeper study processes as defined by EQF level 4 - study, where learners should be dealing with more general knowledge i.e relating the facts to a range of simple everyday practical applications. The link with practical everyday applications will help to motivate the learner as to the worth of the knowledge. See examples 1 and 2 in Annex 5.

14. Providing challenging activities Many of the activities were directed and narrow e.g. read the next 2 pages of text and fill in the missing words in the spaces below, read the temperature and copy it into box, link the parameter with another parameter according to the process etc and the learner did not have to think about why they were doing the task, had any choice, control or influence on what and how they carried out the activity. Few of the activities gave the learner autonomy or responsibility for a task. The learner missed the opportunity to practice the EQF Level 4 competence of Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities and did not develop the key skills of organising and planning. Learners in class XII and XIII are aged 18 or 19 and are adults. They respect being treated as adults and given adult responsibilities to prepare them for the world of work. Giving the learner more autonomy within activities improves their motivation.

15. Include activities that pose a real life problem to the learnerThis aids motivation for the learner and develops the skills of the learner. The EQF level 4 for skills is: A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study. It is often difficult to come up with real life problems, but there are some examples in annex 5. Many everyday scenarios may be built around what if X happened or Y failed and what action would you take to solve the problem. Remember that we are not always talking about academic problems in VET, but everyday occurrences that we have all experienced on a regular occurrence eg the level of supply voltage dropping, the tour bus arriving late to the restaurant, the flooding of fields etc. All these scenarios allow the learning to be more real and helps motivate the learner. At lower levels it is best to give the learner a choice of two options eg two customers want a garment made and completed for the same day, should they make one first and then the other or do all the cutting out for both and then the sewing for both and then the pressing for both.

16. Vary the size of the group carrying out the activitiesProvide learning activities with learners working in small or large groups or



indeed individually if appropriate. Most tasks in the world of work are done as part of a group and VET should reflect this aspect of work. Research has found that learners often learn more from their peers than they do from their teachers. The advantage of group work is that the EU Life Long Learning Skills29 of Interpersonal, intercultural and social competences and civic competence30, Sense of entrepreneurship31 and Sense of entrepreneurship32

may be developed within a controlled environment. A group provides greater opportunity for peer-group assessment and presentation of evaluating the results of learning to one another.

17. Provide enough time for the activities Many of the activities are allocated unrealistic completion times unless the teacher is standing at the front of the class directing the class in every aspect of the activity. At level 3 the learner should be planning and organising the activity themselves. This takes time. Remember the learner needs time to think! Leaving out the thinking time reduces the learning achieved. The learner is not given time to:

think about why they are doing the activity link the learning to previous experiences and knowledge plan and organise the implementation of the activity evaluate the learning

For effective learning to take place all the above stages have to take place.

18. Development of wider communication skills

Whilst developing technical outcomes it is useful for learners to develop and practice communication skills in all aspects:

Listening to each others point of view Writing reports, letters or instructions incorporating technical

language Discussing, presenting, teaching one another about new

knowledge or explaining previous experiences or playing inter group quizzes

Increasing vocational foreign language vocabulary as part of an activity. Perhaps write an instruction for an activity in

29 http://ec.europa.eu/education/lifelong-learning-policy/doc46_en.htm






English as many instructions for specialist equipment in real life will only be in English and not Romanian. As an extension activity ask learners to find the English vocabulary for all the vocational words used in the module.

19. Using ICT to enrich learningThe world of work depends on ICT to function. The internet is a huge information resource that is now the centre of the worlds information infrastructure through such things as:

Web sites Email Forums Chat/SMS

All TVET project schools have access to ICT within their vocational area. This facility should be used widely to stimulate learning within the vocational area. This was not apparent within the CAs reviewed.To participate in tomorrow’s economy citizens need to be familiar with searching for vocational information from the internet. At the very least learners should be asked to search for information, organise it and share it with others. This is a powerful learning strategy as the student has control of their own learning and at the same time is developing skills that are useful in the world of work. The learning is improved if the learners work in small groups and are given a limited space to convey the results of their activities in. This means that they have to sift through their information for the most interesting or important facts and in doing so they have to negotiate with one another and make decisions – most important skills for later in life. At level 3+ learners would be expected to undertake individual research as part of all studies.

The digital camera was used widely by the teachers to create CAs, but it should also be used by the learner, where possible, to focus on particular vocational processes eg photograph the stages in the cleaning of oil filters. This not only teaches the student how the task is done, but also teaches them to read and follow instructions from an instruction manual and or interview an instructor or trained worker. This provides a more learner centred curriculum for the student, gives him autonomy and again improves motivation.

20. Linking general skills across modulesAll level 3 vocational jobs will involve some form of low level supervision of quality of workmanship, relationship with the customer, health and safety, environmental aspects and limited resources. The learning and reinforcement of these skills is best done if they are integrated naturally across technical modules. They help make the learning of vocational knowledge and skills more pragmatic and also provide the employer with the practical skills that they require at the workplace. E.g the module on oiling machinery could include a web search on the types of oils available on the market, their cost, health and safety issues and maybe have finished up with an estimate and cost of approximately how much oil would be needed to keep the machine running for a month and any storage issues concerning the lubricant.



21. Assessment33

All the CAs should create opportunities for formative assessment to take place where the teacher and learners, working together, can

pinpoint the learner's strengths and advise on how to develop them be clear and constructive about any weaknesses and how they might

be addressed provide opportunities for learners to improve upon their work.

This concept of a dialogue between teacher and learner only appeared in a few of the CAs. Good constructive feedback, according to Butler 1988, can improve learning by up to 33% and is an area to be considered carefully when developing CAs.

When a complete module auxiliary package is being developed it often makes sense to develop the end of module assessment at the same time and so create a comprehensive learning and assessment package.

22. Resources It is useful for the teacher to have a list of the resources required for each CAs. This is particularly true when the CA is being used in an open/distance learning centre, where many different learning activities are taking place at once. If the resources are clearly stated then a technician or technical support person can prepare the resources prior to the student’s arrival.

Curriculum Auxiliary Development Methodology

It is suggested that the format of the methodology – Ivan Mytykyn’s guidelines “Enriching Learning Activities” and the NCDTVET’s curriculum auxiliary template be retained and amended to reflect the comments from section 4 and 5

Enriching Learning ActivitiesThe main change to the guidelines is the extension of the modular curriculum auxiliary checklist on page 80. The suggested new checklist may be found in Annex 6.Chapter 5 Building a Module needs to be updated according to the template in annex 7.

Curriculum Auxiliary TemplateThe main body of the template has been focused on the learner, with the instructions for the teacher being placed at the end of the document. The updated version of the template may be found in Annex 7.

33 Mykytyn I “Enriching learning Activities” page 10 and 11Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


7. Suggested Curriculum Development Methodology for TVET

If the unit descriptions were in the format as described in Section 5, see diagram below, This more practice-orientated34 assessment will create learning focused assessment and promote the development of learners key competences and create more relevance to the learner’s life.

Unit - Preparation and painting of walls




1.

2.

3.

a.

b.

c.

d.

..

….

they could easily be incorporated directly into the curriculum documentation without losing their clarity.

The complete simplified suggested format for a course curriculum is developed and found in annex 3. It reflects the need and use of this document by the:

teacher to provide a more learner focused practice orientated curriculum, school to be able to plan the resources, equipment and locations to enable

the optimum delivery of the curriculum learner to be aware of the criteria that they will be assessed against to

achieve each module, employer to see the extent of the pupils learning experience, parents and careers’ guidance teacher to be informed of the expected

outputs and progression routes from the curriculum.

This format of describing curriculum has been shared with the qualification developers at the NATB and Key Expert 2.

The technical assistant also recommends that the curriculum be levelled to that of the European Qualification Framework level descriptors to reduce the knowledge content within the curriculum. Naturally this will be in line with the Sector Committee’s specification of the level of qualification and the unit descriptor. This will allow more learners to engage with the qualifications.

34 Stenstrom and Laine 2006 Towards good practices for practice- orientated assessmentsMaterial produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


The following suite of documentation would make up the school based methodology:

Developing educational training standards and curriculum from the occupational standards

Guide to student centred learning - written Assessment manual – written

It would need to be supplemented with the NATB documentation on developing occupational standards, validation as well as the interface with the NCDVET and MERI for approval.



Section 8 Recommendations for future development of TVET Curriculum Development

This section summarises the suggestions from the previous two sections into short, medium and long term recommendations for the Romanian educational school system and the NCDVET.

Time frame

Changes to Short term 1 – 2 year Medium term 2 -5 years Long term > 5years

Documentation Standardise methodology and procedures for qualification and curriculum development with NATB and pilot it with one SC at 3 levels

Pilot delivery of one course and review

All SCs to have mapped the IVET qualifications in terms of scope, levels and need per sector

Review highly technical orientated qualifications and curriculum using new methodology

Review the remaining qualifications and curriculum using new methodology

Implementation Give all curriculum developers and inspectorate training in SCL and assessment

Provide all qualification and curricula developers training in EQF levels and writing SMART learning outcomes and performance criteria

Train SC in the needs of IVET and assessment issues

Develop an assessor’s course and pilot it with regional support centres

Create e-groups for assessment and curriculum per sector using EU funds

School year 2009/2010 make the year of constructive

Publicise new documentation with parents, employers etc.

Each school to have 1 qualified assessor by 2014

School year 2011/2012 to be the year of focusing on the learner’s needs

School year 2012/2013 to be the year of constructive feedback to raise the level of key skills

All teachers to be working in an SCL mode.

Every school to have one qualified teacher/instructor in each domain



feedback for all VET schools to raise the

level of learning School year

20010/2011 make the year of simplified language in school

Educational systems

Specify EU LLL key skills at levels 1 to 3

Match the level of qualification to the learners

Each school to provide a learning resource centre or library that has an open door policy during the school day

Assign ECVET credit values to all units/modules and allow for partial accreditation of them.

Provide initial teacher training for all VET teachers in modern learning and teaching methods including SCL, constructive feedback and assessment

Agree all systems, procedures with the NATB and share with the SCs

Allow learners to “carry” one module from one class and level to the next – allowing them to retake the failed module in the next year

Devolve the responsibility for curriculum to individual schools

Allow for differentiated learning – i.e allow more time to achieve some qualifications to match the level of the learners

Agree articulation paths between all level 3 TVET qualifications and university

Remove barriers to access of the level 3 Technical High School qualifications from the SAM level 2 qualifications

Resource schools from a central budget to allow equality of education to all



Bibliography

Bernat, S E (2003) “Tehnicainvatariieficiente”; PresaUniversitaraClujeana, Cluj-Napoca.

Black P. and Wiliams D. (1998) “Inside the Black Box:” Raising Standards Through Classroom Assessment”; Available at www.pdkintl.org/kappan/kbla9810.htm

Butler, R. (1988) Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance. British journal of educational psychology 58, 1-14.

Classroom Assessment”; Available at www.pdkintl.org/kappan/kbla9810.htm

Coffield F (2008) “Just Suppose Teaching and Learning became the First Priority” available at: https://www.lsneducation.org.uk/

(2002) “Transforming The Way We Learn”; UK Department for Education and Skills, London.

HMIE (2007) “How Good Is Our School”; Her Majesty’s Inspectorate for Education

Knowles M. S. (1980) “The Modern Practice of Adult Education” (revised and updated); Chicago: Association Press (originally published in 1970).

Knowles M. (1984) “The Adult Learner: A neglected species”; Houston, Gulf Publishing.

Illeris K 2002: The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social. Copenhagen: Roskilde University Press. 272 pages. American edition: Malabar, Florida: Krieger Publishing Company, 2004.

Learning and Skills Network (LSN) web site https://www.lsneducation.org.uk

Learning Teaching Scotland “Assessment is for Learning” website available at www.ltscotland.org.uk/assess/

Mansfield B (2004) “Competence Based Standards, Training and Learning” ETF

Qualifications and Curriculum Authority “The 10 principles: Assessment for Learning” website available at http://www.qca.org.uk/qca_4336.aspx

SEED (2001) “Circular 3/2001: Guidance on Flexibility in the Curriculum”; Edinburgh, HMSO. Available at www.scotland.gov.uk/library3/education/circ3-00.asp

Simpson M. (2001) “Differentiation and Assessment”; Connecticut, Ablex. Available at: www.ltscotland.org.uk/assess/files/diff_assmt.pdf

Stenstrom and Laine 2006 Towards good practices for practice- orientated assessments in

European VET University of Jyvaskyla


http://www.ltscotland.org.uk/assess/files/diff_assmt.pdf

http://www.scotland.gov.uk/library3/education/circ3-00.asp

http://www.qca.org.uk/qca_4336.aspx

http://www.ltscotland.org.uk/assess/

https://www.lsneducation.org.uk/

https://www.lsneducation.org.uk/

http://www.pdkintl.org/kappan/kbla9810.htm


Annex 1 Romanian TVET Quality Indicators

Quality Principle 4 – Learning Programme Design, Development, and ReviewThe organisation is responsive to the needs of all stakeholders in developing and delivering learning programmes.

Learning programme design:

4.1 Designed to meet the identified needs of all stakeholders and other external requirements, are responsive to local, regional, national and European circumstances, and improvements are shaped by stakeholders’ feedback

4.2 Designed to put learners first, and to meet their needs in as flexible a way as possible in terms of choice and access

4.3 Designed to be socially inclusive, ensuring equality of access and opportunities for learners; and demonstrate active implementation of an Equal Opportunities policy

4.4 Enhance and support practical learning situations and theoretical learning

4.5 Have effective processes for formative and summative assessment of learners, and monitoring of learning

4.6 Have learning outcomes and defined summative assessment criteria/methods, which are fit for purpose and are regularly reviewed

4.7 Have clearly defined progression routes

Quality Principle 5 –Teaching, Training, and Learning The organisation offers equality of access to learning programmes and supports all learners.

Learner support service:5.1 information and guidance is provided to learners on the full range of

learning programmes available; and learners are given help with understanding, accessing or searching for information according to their needs

5.2 initial assessment and induction (learner’s needs; learning support; learning styles; prior knowledge, experience, and skills; assessment requirements) is used to provide an accurate basis on which to plan an appropriate learning and support programme including extra-curricular activities for individual learners

Teacher/trainer - learner relationships5.11 teachers and trainers establish and maintain effective working relationships

and communication with learners, other teachers, trainers, other staff, and managers



5.12 teachers and trainers use effective measures to promote equal opportunity, and to avoid discrimination, so that learners achieve their potential

5.13 teachers and trainers effectively apply the standards for teaching, training, and learning and use a range of strategies (e.g. learner-centred learning, learning through experience, practical learning) to meet individual learning styles, abilities, cultures, gender, motivation, etc.

5.14 teachers and trainers select and maintain a variety of resources/materials to support the range of learners’ need

5.15 formative assessment and achievement recording are suitable to learners’ and programmes’ needs, are rigorous, fair, accurate, and carried out regularly

5.16 Learning programmes follow a systematic process of record keeping

Student centred learning5.17 Learners are encouraged to take responsibility for their own learning (they

are aware of strengths and weaknesses, act on feedback and propose new learning goals)

5.18 All learning activities are planned and structured to promote and encourage individual learner centred as well as group learning and learning in different contexts

5.19 Learners receive regular feedback/review on their progress, and how they might develop further, setting personalised criteria to meet gaps in learning

5.20 Learners are involved in the assessment of their progress; and formative assessment and feedback are used in planning learning and monitoring progress.

5.21 Learners are familiar with the different types of formative and summative assessment activities before final assessment takes place.



Annex 2 Descriptions of EQF Levels

Descriptors defining levels in the European Qualifications Framework35 ANNEX 1

Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.

EQF Level

TVETLevel

Knowledge Skills Competence

In the EQF, knowledge is described as theoretical and/or factual.

In the EQF, skills are described as cognitive (use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments).

In the EQF, competence is described in terms of responsibility and autonomy.

1 Basic general knowledge

Basic skills required to carry out simple tasks

Work or study under direct supervision in a structured context

2 1 Basic factual knowledge of a field of work or study

Basic cognitive and practical skillsrequired to use relevant information in order to carry out tasks and to solve routine problems using simple rules andtools

Work or study under supervision withsome autonomy

3 2 Knowledge of facts, principles, processes and general concepts, in a field of work or study.

A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

Take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems

4 3 Factual and theoreticalknowledge in broad contexts within a field of work or study

A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

Exercise self-management within the guidelines of work or study contexts thatare usually predictable, but are subject to change Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

5 * 3+ Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness

A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems

Exercise management and supervision in contexts of work or study activities where there is unpredictable

35 As recommended by the EU Parliament to implement the Community of Lisbon Programme on The establishment of the European Qualifications Framework for lifelong learning - Brussels, 5.9.2006 COM(2006) 479 final 2006/0163 (COD) http://ec.europa.eu/dgs/education_culture/publ/pdf/eqf/leaflet_en.pdf


http://ec.europa.eu/dgs/education_culture/publ/pdf/eqf/leaflet_en.pdf


of the boundaries of that knowledge

changereview and develop performance of selfand others

6 ** Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles

Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study

Manage complex technical or professional activities or projects, taking responsibility for decision-making inunpredictable work orstudy contexts take responsibility for managing professional development of individualsand groups

7 *** Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking critical awareness of knowledge issues in a field and at the interface between different fields

Specialised problem-solving skillsrequired in research and/or innovation inorder to develop new knowledge and procedures and to integrate knowledge from different fields

Manage and transform work or study contexts that are complex, unpredictable and require new strategic approachestake responsibility for contributing to professional knowledge and practice and/or for reviewing the strategicperformance of teams

8 **** Knowledge at the mostadvanced frontier of a field of work or study and at theinterface between fields

the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existingknowledge or professional practice

Demonstrate substantial authority, innovation, autonomy, scholarly andprofessional integrity and sustained commitment to the development of newideas or processes at the forefront of work or study contexts including research.

Compatibility with the Framework for Qualifications of the European Higher Education Area

The Framework for Qualifications of the European Higher Education Area provides descriptors for cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and abilities associated with qualifications that represent the end of that cycle.

* The descriptor for the higher education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level 5

** The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level 6

*** The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level 7



**** The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning to the learning outcomes for EQF level 8



Annex 3

Curriculum

AgricultureLevel 3

This course provides you with the skills needed for daily agricultural work.

It trains you to work unsupervised, but with direction, to perform routine and some non routine tasks

You will concentrate on areas of agriculture that you may wish to enter after training and in particular those that are carried out in your locality

The assessment for the course will be mainly practical, where you demonstrate that you have acquired a particular skill. You will also be assessed on your planning, organising, people skills and ability to work with others by taking responsibility for tasks during some of the modules. The final assessment for the qualification will be a practical project, assessed by yourself, employers and teachers from other agricultural schools to prove that you have gained sufficient knowledge and skills about agriculture to work in the industry. .

60 Credits



October 2008Exemplar

Curriculum Authors

Guidance Information

ProgressionSuggested progression routes from the course to higher level qualificationsTypical job roles/titles that graduands would enter on completion of the course

This course leads to level 3 + qualifications in:

o Arable productiono Livestock production and o Agricultural pharmacist

Or Agricultural University if you gain communications, numeracy and ICT at level 3

The course provides trainees with the skills needed for daily routine farm work such as

o Tractor drivero Herdsmano Stockmano Machinery operator

whilst working under direction.



Course Structure

Course title Agriculture at Level 3 60 credits

The 30 core credits are compulsory and you may take the further 30 credits from one of the three routes. Your class teacher will help you choose the modules that will give you the best prospect of progression in either further vocational education and training or employment when you leave school.

Hill farming modules

Dairy products (2 credits)

Bee keeping (2 credits)

Fruit products (2 credits)

Marketing local produce

Organic production

Etc.

Core Modules - 30 credits

Energy management (2 credits)

Soil fertility (2 credits)

Water management (2 credits)

Using and maintaining farm machinery (2 credits)

Farm administration

Planning farm activities


Arable farming modules

Crop spraying (2 credits)

Supervising workers (2 credits)

Advanced farm machinery (2 credits)

Etc.

Livestock farming modules

Beef rearing (2 credits)

Dairy products (2 credits)

Maintaining buildings (2 credits)

Etc.


Table of Module correlation with Units

Module

Unit

1 2 3 4 5 6 7 8 9

Communications

Numeracy

Interpersonal relationships

Team working

Soil fertility

Water management

Using and maintaining farm machinery

Book keeping

Etc.



Minimum work practice / workshop and laboratory time

All classes need access to the internet as a learning tool. This may be achieved by having 3 or 4 internet access points in the school library that are available for use during class times and or having an open door policy to 1 or 2 workstations in the school ICT room throughout the school day.


Module Minimum workshop/work practice time

Minimum Laboratory time

Total time

Energy management 10 20 30

Soil fertility 30 30 60

Water management 10 20 30

Using and maintaining farm machinery

40 20 60

Etc.


Student centred learning with relation to development of key skills

Standard information about the delivery of all modules and how to connect them to problems in the real world

To work successfully in this industry you have to be able to think for yourself and be proactive for example:

Work to strict health and safety guidelines at all times Work on your own and with others to carry out clearly defined tasks eg milk the cows

by a set time Take responsibility to carry out routine and non routine tasks on the farm Solve practical problems that occur on the farm from time to time eg how do you

catch an animal that has escaped from a pen, how do you fix simple equipment or how do you improvise in an emergency – fix a burst water pipe etc

All the above activities are practical, so it is important that you learn to work with others in practical learning activities. These learning activities may involve practical skills and or cognitive skills where you have to think about a problem eg a sick cow, search for possible options to solve the problem, choose one option and plan a course of action of how you might implement your solution. You may not always be able to carry out all the solutions, but you will learn how to solve problems.

This type of learning is student centred learning and involves you becoming a seeker of knowledge and becoming an active learner rather than waiting for the teacher always to give you the solution. (It is often difficult for the teacher not to tell you the answer, before you have had a chance to think about it for yourself!). Student centred learning helps you develop the EU Lifelong Learning key Competences that are common to all domains:

1) Communication in the mother tongue;

2) Communication in foreign languages;

3) Mathematical competence and basic competences in science and technology;

4) Digital competence;

5) Learning to learn;

6) Social and civic competences;

7) Sense of initiative and entrepreneurship;

8) Cultural awareness and expression.

These Key Competences36 give you the foundations that allow you to learn for yourself on the job after leaving school.

Assessment36 For more information about student centred learning see the manual: Phare TVET Project 2003 - Guide to student centred learning that is on the TVET website or http://ec.europa.eu/education/lifelong-learning-policy/doc42_en.htm




There are three types of assessment: Initial, Formative and Summative

Initial is to check that you have the background to be successful on the course e.g you are not going to be a colour blind painter and to see if you will need extra help with your mathematics or reading and writing skills.

Formative is to give you feedback as you are learning and practicing new skills to ensure that you know what you have to do to improve your standard of work and to see if you are ready to start learning a new topic. This type of assessment is very informal and will not contribute towards your final mark. I

Summative assessment is to check that you have gained all the skills that the module states in terms of learning outcomes e.g you are able to milk the cow without help or do the farm book keeping etc. The assessment will normally be activity based and will often involve you working with others in a group to investigate a problem and make a presentation or write a report of your solution. Sometimes you might have to create a portfolio to provide evidence of your skills.

Key CompetencesThis end of module assessment will also incorporate some key competences such as planning, organising, thinking for yourself, problem solving etc.

Self assessment and peer assessmentThe teacher will always explain to you what you have to do for your summative assessment and will discuss and agree with you and the whole class the performance criteria for successful achievement. This means that you will often be responsible for helping to assess your own work or that of your classmates. You will learn from each other and be able to assess the standard of your own workmanship.

EvidenceThe teacher will keep track of the evidence to demonstrate that you are able to work at the level demanded by the training standards. The evidence may be any one or more of the following: copies of your project reports, observation checklists of your skill level when carrying out practical work at school or in the workplace, portfolios of evidence of skills that you have carried out eg photos of a house that you painted or a cake that you made or a log book of activities you took part in whilst in the workplace and what you learnt from each activity and how you would improve on the task next time.

End of course assessment

When you have achieved all the modules that make up your course of 60 credits you will have to complete a final project that will be assessed by employers and teachers from outside your school. If you complete this task successfully you will be qualified to work in the farming industry as a technician.

The teachers may find more details on assessment in the Assessment Manual on the TVET website.



Module 1 descriptor: Soil fertility in agriculture Level 2 No. 2345

Knowledge the leaner knows and understands: Skills the leaner is able to: Assessment – activities to indicate the autonomy and responsibility of the learner to demonstrate the skills and knowledge in a simulated environment

LO1 Practice crop rotation1. What crop rotation is2. The importance of crop rotation in terms of soil fertility,

economic use of land, minimise pest and disease and maximise economic yield

3. The sequence of cereal, root, animal and leguminous crops in a rotation

a. Establishes a 4 year crop rotation system in a small plot

b. Select crops that can be rotated in sequence.

This may be achieved through a paper based group project

At least 3 different crops should be identified in each category of crop

Include some of the learning outcomes 5 to 8 in this activity

LO2 Make and apply compost 1. Importance and advantages of organic manure. 2. The optimum time to use compost 3. How to use different types of compost. 4. How to store different types of compost.5. The Health and Safety risks of different types of compost

a. Prepare different types of compost.b. Apply different types of compost. c. Apply necessary health and safety precautions in

handling compost.

At least two local composts should be chosen This may be done as a group activity over a number of

months A log should be kept of the activity throughout the school

year

LO3 Apply and manage fertilizers1. The different level of nutrient content, effects on soil and

plants, preparation and application time, sources, costs between organic and chemical fertilizer

2. Which fertilizers are used for which crop(s).3. The appropriate time of their application4. Method of application5. The health and safety risks of different types of fertilizers

a. Recognise different chemical fertilizers, b. Apply and manage at least 3 fertilizers as

recommended c. Apply necessary Health and Safety precaution.d. Apply fertilisers using a simple hand pressurised spray

equipment

The following fertilisers should be mentioned: urea, NPK, SSP.TSP, muriate of potash ammonium phosphate, gypsum/lime, farm yard manure, compost

The knowledge must be covered by a summative assessment eg assignment , project, case study etc and not just by short answer tests

The practical performance criteria will have to be assessed over a complete growing season, with the trainees having access to a field.

The use of protective equipment must be automatic Include some of the learning outcomes 5 to 8 in this

activityLO4 Identify soil types



1. Different soil types prevalent in your region eg: sand, loam and clay

2. Characteristics of soil types: drainage, porosity, aeration, water holding capacity, humus content, texture, etc.

a. identify the main soil types through observation, feeling and the vegetation cover on the land

Each student must be able to carry out this activity for at least 3 different soil types without the teaches help

LO5 Make a technical presentation using at least one image1. Prepare the presentation to suit your purpose 2. Match your language and style to suit the complexity of the

subject, the formality of the situation and the needs of the audience

3. Structure what you say 4. Use techniques to engage the audience, including images

a. Speak clearly and adapt your style of presentationb. to suit your purpose, subject, audience and situation;c. Structure what you say so that the sequence ofd. information and ideas may be easily followede. Use a range of techniques to engage the audience,f. including effective use of images.

This presentation may form part of the assessment activity in LO1 or LO3

If done as part of a group project each learner must present fro at least 5 minutes

LO6 Contribute to discussions

1. Vary how and when you participate to suit your purpose and the situation (eg formality, nature of the group)

2. Listen and respond sensitively (eg acknowledge gender and cultural aspects, how others might be feeling) and develop points and ideas

3. Make openings to encourage others to contribute

a. make clear and relevant contributions in a way that suits your purpose and situation;

b. listen and respond sensitively to others, and develop points and ideas

c. create opportunities for others to contribute when appropriate

Take part in a sensitive discussion eg what is the future of farming for young people in your region, as well as other more technical discussions about eg the misuse of fertilizers.

LO7 Read and synthesise information from documents about complex subjects

a. Find and skim read extended documents, such as text books, secondary sources, articles and reports, to identify relevant material for a presentation

b. Scan and read the material to find the specific information you need

c. Use appropriate sources of reference to help you understand complex lines of reasoning and information from the web

d. Compare accounts and recognise opinion and possible bias e. Synthesise the information you have obtained for

a. Select and read material that contains the information you need;

b. Identify accurately, and compare, the lines of reasoning and main points from texts and images

c. Synthesise the key information in a form that is relevant to your purpose i.e to give a presentation or include in your report, portfolio or poster.

The information should be taken from a book, information leaflet, and web site. Each of these texts should contain at least ten pages of complex texts i.e written for technicians in the industry. These texts may be based on LOs 1 to 4

All synthesised material should be reformatted by the learner into a few pages or mind map to show that they understood its content and that it was not just a pure copy / paste activity with no understanding



f. a purpose LO8 Write a documents about complex subjects

1. Select appropriate formats for presenting information to suit your purpose

2. Select appropriate styles to suit the degree of formality required and nature of the subject

3. Organise material coherently (eg use paragraphs, headings, sub-headings, indentation and highlighting, link information and ideas in an ordered way).

4. Make meaning clear by writing, proof-reading and re-drafting documents so that spelling, punctuation and grammar are accurate.

a. Select and use a form and style of writing that is appropriate to your purpose and complex subject matter

b. Organise relevant information clearly and coherently, using specialist vocabulary when appropriate

c. Ensure your text is legible and your spelling, grammard. and punctuation are accurate, so your meaning is

clear.

Write one report of at least 4 pages long Write one piece of writing that should be at least 5 pages

long and include at least one image and one diagram These pieces of writing may be based on LOs 1 and 3

Books and texts to support the learning

The One Straw Revolution: An Introduction to Natural Farming by Masanobu Fukoka (2002) Martins Press This is an introduction to organic farming.

Websites to support the learningArticle on organic farming in Romania www.fas.usda.gov/gainfiles/200612/146269813.pdf -European organic farming web site www.organic-europe.net/ - 68

Software to support the learningSimple educational farm software that helps you calculate the number of animals that can be safely kept on a farm

www.teem.org.uk

A module descriptor for each module must be included.


Task 9 Activity 1.2 February 2009Review and Elaboration of Curriculum Auxiliaries Methodology

ANNEX 4Examples of good practice cited by ARACIP in the Self-assessment Manual

26B.a.2.1Curriculum design

Design school-based curriculum/ locally developed curriculum based on local, county and national policies

- design school-based curriculum/ locally developed curriculum based on students’ and/ or community identified needs

- design school-based curriculum/ locally developed curriculum based on the design principles of the national curriculum

- design school-based curriculum/ locally developed curriculum based on the institutional development project

- value cultural, historical, and geographical characteristics of the community when designing school-based curriculum/ locally developed curriculum

- ensure learners’ access to learning more foreign languages – at learners’/ their parents’ choice: at least two foreign languages at pre-school and primary and at least three at the higher cycles of education

Take into consideration when designing the curriculum learners’ prior learning Take into consideration when designing the curriculum the development of practical

skills, of the achieved competences Design in a teamwork, at least at he level of the curriculum area, of teaching-

learning-evaluation activities (for secondary, post-high-school and professional level) Select text-books and other curriculum auxiliaries in accordance with the

characteristic of the school institutions and with learners’ prior learning Beneficiaries’ participation at designing teaching-learning-evaluation activities

- students’ involvement in designing teaching-learning-evaluation activities- as the case may be, parents’ employers’ and other community

representatives’ involvement in designing teaching-learning-evaluation activities

- students’ and/ or parents’ involvement in designing teaching-learning-evaluation activities



27B.a.2.2Curriculum development

Create a balance between the learner’s school activity and the other types of activities which are specific for his/ her age

- students’ school activity (number of classes plus the number of hours needed to do homework and time allocated for other activities in which school involves the child) doesn’t exceed 30 hours for primary students and 40 hours for secondary, high-school and vocational education

Create an inclusive education system by systematically mixing the learners groups- systematic mixing of learners with different skills, knowledge, learning

capacities- systematic mixing of learners affiliated to various minority groups

Clearly define of teachers’ and learners’ rights and responsibilities during the teaching-learning process

In curricular and extra-curricular activities teachers use students’ prior learning - use of knowledge, skills, attitudes etc. formally developed – in school, by

all subjects- use of knowledge, skills, attitudes etc. informally and non-formally

developed- develop learning activities and tasks according to individual characteristics

(learning style, rhythm etc.) Develop through specific methodology learners’ capacity of learning from experience

and practice Use the existent curricular auxiliaries and educational means

- use the existent curricular auxiliaries and educational means for at least 75% of the classes

- use the existent curricular auxiliaries and educational means by at least 75% of the school teachers

- intensive use of e-learning for compulsory and/or optional subjects and for the extra-curricular activities (projects, partnership etc.)

- use some curricular auxiliaries and teaching materials that facilitates independent individual activity and also group activities

Apply a student-centred learning- systematically encourage learners’ initiative and autonomy by increasing

the proportion of self-conducted activities (individual/ group projects, with learner’s choice of topic)

- systematically use of learning through cooperation, of project/based learning and of other methodologies that focus on learners’ cooperation

- use ICT at classes other than ICT itself- existence of a differentiated timetable for learners/ categories of learners,

in accordance with individual/ group characteristics (that allows to individualize the study programme)

- existence of some school locations (rooms, boards etc.) and of communication means (radio station web page, publications etc.) for learners

Offer, at learners’ request, individual learning support Be in compliance with the provisions of the national curriculum concerning elements

that are specific to ethnical, religious or other kind of minority groups- systematically use during the educational process of elements from

minority cultures Beneficiaries’ satisfaction with the provided learning activities

- most learners’ and parents’ satisfaction with the provided learning activities

of 83Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01


28B.b.1.1Assessment of learning outcomes

Each teacher’s ability to describe strengths and weaknesses in achieving curricular objectives for each group/ class and learner

Mainly positive incentives are used (praise, encouragement etc.).- existence of internal course that award prizes fir learners

Systematically use of learners’ self-evaluation and peer-evaluation during learning activities

- establish, together with learners and parents, individual educational targets and remedial measures in case of school failure, taking individual interest and options into account

Learners’ and, as the case may be, their parents know the planning of evaluation activities and their methodology

Summative evaluation is valid and exact Record school outcomes, including the ones of the summative evaluation, and

communicate them to learners and, as the case may be, to parents Learners’ outcomes are displayed in classrooms and other school locations Progress during the past three years since the last external evaluation in the area of

further education or, as the case may be, in graduates’ employment- all pre-school, primary and secondary graduates and at least 75 % of the

high-school, vocational and post-high-school graduates continue education and, as the case may be, get employed in the area they were trained for, during their first year since graduation

Progress during the past three years since the last external evaluation in school results appropriate to the school type and to the risk category, in relation with the National System of Indicators in Education (SNIE)

- outstanding results achieved by learners at every subject included in the national curriculum, cross-curricular or extra-curricular areas

- outstanding participation at contests and competitions that take place outside school (locally, regionally or nationally)

Beneficiaries’ satisfaction with evaluation activities- most learners’ and parents satisfaction with evaluation activities



Current structure of Curriculum Auxiliaries ANNEX 5

1. Introduction

2. Unit of competence (Module title) – Title and competence

Competence 1 Competence 2 Competence 3

3. Objectives

4. Curriculum auxiliary for the student

Activity description sheet Documentation sheet Observation sheet Work sheet Evaluation sheet Self evaluation sheet Case study Projects Glossary of terms

5. Curriculum auxiliary for the teacher

Activity description sheet Solution to the work, evaluation and self evaluation sheets School progress sheet Diadactic project model Project structure

6. Bibliography and other useful references

7. Annexes

CD/ DVD with short movies, schemes, Power Point slides etc.



Standard criteria for evaluation of documentation in Task 9 ANNEX 6

GENERAL There is a clear and justified need for the documentation / procedure The contents of the document are internally coherent, make sense and are simply stated Language is clear and simple Easy to implement by : Employer, Teacher / Curriculum Dev. , Educational Manager,

Administrator, Learner, MERI Text is free from typographical, grammatical and formatting errors Contains diagrams to make it explicit Reflects its intended purpose Is complete Produces a cost effective system/procedure Produces a pragmatic system / procedure Reflects the EQF / Romanian QF levels. Reflects the ECVET system

The title is concise, appropriate and indicative of the content Promotes wider access and participation to the curriculum Promotes student centred learning that develops key competences as well as professional

competences Unit standards that make up the curriculum are stated clearly Key skills are included as per the EU LLL policy Provides for a broad and flexible curriculum giving the learner maximum opportunity Attention is given to arrangement for learners with special needs Recognises the learners prior learning and provides accelerated learning or extension work Includes a balance of practical performance criteria content as well as knowledge and

understanding Access and progression routes are considered and described clearly Reference is made to current and future employment opportunities Supports e-learning pre and on course guidance Supports e-learning delivery

ASSESSMENT Refers to Formative assessment Supports e-learning assessment Provides for system of record keeping Provides validity to assessment tools, procedures and decisions Provides reliability to assessment tools, procedures and decisions Provides fairness, to assessment tools, procedures and decisions Provides flexibility to assessment tools, procedures and decisions Includes linkage system with accreditation and certification Provides effectiveness to assessment tools, procedures and decisions



Examples of challenging activities related to the real vocational worldANNEX 7

1. A hairdresser could be asked to create a plan of the layout of the common resources within a salon using their existing knowledge of basic equipment and paying attention to:

Health and safety The needs of different customers The aesthetics of the image of the salon Commercial activities within the salon Ease of maintenance of equipment and premises

2. A process technician might be given a flow chart of a process and asked to identify the equipment used at each phase of the process and what parts are used to address:

Health and safety of the operator and other workers The quality of the product in terms of contamination, finish etc. Which parts need to be maintained on a regular basis and why

and when The costs of the consumable parts for the equipment eg gaskets,

filters etc.

3. The trainee food process technician for the plant above might be asked to suggest what would happen to the process if an air conditioner failed and the plant temperature rose to a certain temperature.

Or the trainee oil and greasing technician may be asked to predict what might fail if the plant temperature increased to 46° C due to global warming and how could they prevent failure.

The trainee cook may be asked the same question about the kitchen and preparation of food.

4. A restaurant specialises in lunches for business people. What are the key factors for a waiter working in this establishment? (Hint - put your self in the position of the business person with a set time for lunch)

5. Explain why you as plumbers have to work as a multitasked team on a construction site. Discuss what implications this has on your role in terms of:

health and safetytimingcompleting workinterfacing with other trades

6. Light and shadows are important for a cameraman. You have been asked to take a photograph of a child in a pensive mood, what light effects would you want and how would you achieve them indoors?



Updated Version of Curriculum Auxiliary Module Checklist ANNEX 8

Vocational contentThe level of knowledge competencies within the activities is appropriate to the EQF levels37 and the unit training standardsActivities are included that are linked to real life pragmatic vocational problems and promote critical thinking and problem solving activities (not just based on mathematical problems)An activity that uses ICT is included in the materials eg search for information on local companies that sell cement or possible clients, word process a letter or use a digital camera to help highlight health and safety issues in a process.The activities include small and large working groups as well as individual activities to promote the development of EU Life Long Learning key skills.The module includes reference to general:

environmental protection, health and safety, quality and or concepts of customer service /

expectation costs or economic factors

within the domain.

37 The EQF level table would need to be added to the “Enriching Learning Activities” as an annex. of 83



Updated Version of Curriculum Auxiliary Template ANNEX 9

The changes to the text are shown in red.

Title PageThe title page should include:

The title of the module

The domain



Acknowledgements pageThis page should include the name of the author and any other experts involved in the elaboration of the module. If the material has been funded or sponsored the benefactor agency should be acknowledged on this page.If development of the materials was funded by the European Union care should be taken to ensure that the European Union Visual Identity Guidelines are followed.



Contents page This page should contain the table of contents. The table of contents should have a maximum of two levels:

Level 1 which is main/chapter headings Level 2 which is important sub headings

The contents page below was generated automatically by Microsoft Word. To use it set chapter headings to Heading 1 and set important sub headings to Heading 2. To update the table of contents Right Click on the table and select Update Field.

ContentsINTRODUCTION............................................................................................................................. 76

OBJECTIVES..................................................................................................................................... 78

KEY WORDS/GLOSSARY..............................................................................................................79

INFORMATION FOR STUDENTS................................................................................................ 80

SUMMARY SHEETS........................................................................................................................ 81

LEARNING ACTIVITIES.................................................................................................................83

ACTIVITY SOLUTIONS.................................................................................................................. 84

BIBLIOGRAPHY.............................................................................................................................. 85

INFORMATION FOR TEACHERS................................................................................................ 86



IntroductionThe aim of this section is to introduce the reader to the material and to give an overview of what will follow. The introduction should be written in plain language and be suitable for students. The introduction should leave the reader interested in what will follow. That can often be achieved by explaining how the module content relates to the real world and how developing skills and competencies in this area will help them in life and in employment. Remember to break the text up, where appropriate by making use of:

Line spaces between paragraphs Adding diagrams or pictures Bullet points

The introduction should be no more than a page long and in many instances only half a page.



CompetenciesThis section should detail the competencies that will be developed by the module.It should include the integration of at least one key skill competence.



Objectives This section should detail the module objectives showing how they relate to the module competencies.

The objectives should also include some general skill objectives eg reinforcing health and safety competencies within the technology and some key skill objectives eg searching and collating information from the internet, writing a business letter or planning and implementing a project.



Key Words/GlossaryThis section should contain a glossary of the key words used in the module. The glossary entries should be written in plain language providing examples whenever possible. Circularity (references that refer to other references) should be avoided. In the few cases where they are unavoidable any technical terms used in glossary entries should be cross-referenced by emboldening them.



Information for StudentsClearly presented support and guidance information for students written in plain language explaining:

The goals and objectives they are pursuing. This could be incorporated into the learning activity summary sheet described in the next section of the template and moved to this position.

Details of any prerequisite modules or competences that will be needed to ensure successful completion of the module

Any criteria that will be applied in assessing their work. This should distinguish activities whose outcomes will be used for formal assessment purposes (e.g. that will count towards examination or certification) from activities that will not be part of any formal assessment.

How learners will receive feedback; for example, as written comments attached to work they hand in or in face-to-face dialogue with the teacher.

How they will participate in planning and assessing their learning; for example by agreeing learning goals with their teacher and meeting with their teacher to review those goals; for example through regular discussions with their teacher when they complete their activity summary sheet.



Summary sheetsThe module summary sheets provide teachers and students with a means of recording progress.Accurate record keeping is an important aspect of managing learning, it can also help inform and motivate students. Students should be encouraged to assess their own learning by commenting on areas such as what they did and did not enjoy about a topic. Those comments can provide teachers with valuable information on areas causing the student difficulty.Students should also be encouraged to take responsibility for their learning. The student taking responsibility for aspects of record keeping can contribute towards that goal.The example summary sheet cover below includes a front page summary of student progress. By providing the leaner with constructive feedback the teacher and can help motivate students by giving them a clear visual indication of the progress made and what next steps to take to improve performance. Example of a summary sheets cover page

Module TitleStudents Name:Starting Date: Finishing Date:

Competencies Learning Activity Date Achieved VerifiedCompetence 1 Details of the competence being developed.

Name or other reference of the learning activity

Date the learning objective was achieved

Teachers signature

Competence 2Details of the competence being developed.

Example of an activity summary sheetOne entry for each learning activity.

Competence Learning Activity Learning Objective CompletedDetails of the competence being developed.

Name or other reference of the learning activity

Objective(s) of the learning activityThis activity will…

Date the learning objective was achieved

Student commentFor example:

What the enjoyed about the activity topic.

What they found challenging about the activity topic.

What they still need to learn about the activity topic.

The student’s ideas on how they would like to pursue that learning goal.

Teacher comment



For example:

Positive comments on areas where the student has achieved well, displayed enthusiasm, been fully engaged, worked well with others.

Areas of learning or other aspects where further development is needed.

What the student and teacher have agreed the student should do next taking into consideration the student’s ideas on how they would like to pursue their learning goals.



Learning ActivitiesThe first activity in each block of the module should be a diagnostic assessment aimed at finding out what students already know about the topic. This may be done as a group exercise and should link to the world of work and/or the student’s experience.

The learning activities should cover as many learning strategies as possible eg:

Case study Presentations to peer group Projects Role play Practical problem solving Matching exercises etc.

and not just written theoretical problems. Activities should relate to real life pragmatic vocational problems and promote critical thinking and problem solving activities (not just based on theoretical problems)

Each activity should begin on a new page to facilitate making copies.

Each activity should include a heading that provides the following information: The name of the activity The name of the module and any other administrative

references. The time allowed for completion of the activity, including

thinking time to:o think about why they are doing the activityo link the learning to previous experiences and knowledgeo plan and organise the implementation of the activityo evaluate the learning

The activity objective written in plain language; for example. “This activity will help you learn about the effectiveness of coolants” and should also include a key skill objective eg to improve study skills by using a mind map, to develop decision making competences, to complete a task in a set deadline etc.

Space to record student’s name. Space to record the date.

The individual learning activities should be developed using the guidelines in the Enriching Learning Activities handbook. Remember to check your materials against the Module Development Checklist.



Activity Solutions The aim of learning activity solutions should be to provide students

and the teacher with information about what the student has learned and what they need to learn next.

Each solution should begin on a new page to facilitate the teacher revealing the solution to students individually

Each activity should include a heading that provides the following information: The name of the activity The name of the module and any other administrative

references.

Advice on what a student should do if their solution is the same; for example, referral to more advanced extension material.

Advice on what the student should do if their solution is different. Appropriate advice will vary between domains and between activities. One pattern might be:

o Ask the student to repeat the activity but with some additional guidance –i.e. asking them to read some more detailed instructions or use a tool such as a calculator.Then

o If the student’s second attempt fails; direct them towards additional learning material or refer them to the teacher.

o If the student’s second attempt is successful; ask them to complete an activity designed to verify their knowledge and understanding. If that activity is successful they are referred to the next activity or to more advanced extension material.



BibliographyThis section provides a list of reference materials together with details of other suggested reading and resources; for example web sites. When suggesting reading for students provide a concise list.It is more useful to have one or two easily accessed and up to date web references than a number of references to out of date academic books that are difficult to source.



Information for TeachersThis section should include any information that will help teachers make best use of the materials. Minimally it should contain:

A clear description of the relationship between the module competencies, objectives and learning activities.

A completed curriculum auxiliary plan giving the teacher an overall picture of the module contents and how it may be implemented, including the inclusion of key skills– see template below. This completed table should not take more than a page.

Activity # and Title

Time

Resources

Objectives

Group Size

Key skills to be reinforced

Contributes to end of module assessment?



For each activity: suggestions for teaching methodology, which should include information on which activities are suited to individual, group and whole class work. If an activity is suited to more than one type of presentation (e.g. individual or group) then instructions for varying the activity should be provided.

Guidance for teachers who may need to further adapt the materials for students who have Special Educational Needs that are more difficult to address. The guidance provided need not be on the detail of addressing particular special educational needs, but should focus on why a particular approach was chosen, and on how that approach might be varied while still maintaining the “spirit” of the original approach. This will help teachers to differentiate the materials while as far as possible ensuring that their students have a similar learning experience.

Suggestions for follow on and remedial activities.


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