To illustrate effective practice in the delivery of 14-19 Diploma ITT strand 2 ‘with experience’ 2008/09 - St Mary’s University College

Ed Boyle, Academic Director, Secondary ITT

eboyle@smuc.ac.uk

Jane Chambers, PGCE 14-19 coordinator

chamberj@smuc.ac.uk

To present a strategy for collating Diploma evidence and evaluating student teachers’ progress and attainment

TDA Diploma allocations

September 2008/09 - allocations to one of three strands of Diploma ITT provision came into effect;

Strand 1 core offer for all training to teach at KS4 and above

Strand 2 Diploma ‘with experience’

Strand 3

specialist training in Diploma lines of learning

SMUC Strand 1 & 2 allocations (2008/09)

Strand 1:

PGCE 11-16* & PGCE 14-19 (ICT and HSC)

Strand 2 ‘with experience’:

PGCE 14-19 (IT: 13/20 and SHD: 11/20)

*Maths, Business Studies, Foreign Languages, Science, RE, Geography

Managing the strand 1 & 2 requirements

• Understanding of Diplomas and wider 14-19 reforms

• Teaching functional skills and PLTS

• Diploma specific subject knowledge

• Experience of Diploma teaching and learning

• Enhancing occupational currency

ITT Diploma Strand 1 requirements (all trainees)

Core skills, knowledge and understanding of the 14-19 Diplomas and of the wider 14-19 reforms for all trainees:

• knowledge and understanding of the scope and range of 14-19 Diplomas;

• know where their curriculum subject area fits into the 14-19 Diploma structure

• ability to prepare, deliver and assess teaching sessions which embed functional skills;

• ability to prepare, deliver and record teaching sessions which support the development of personal, learning and thinking skills (PLTS);

• sufficient understanding of the career routes and pathways available to 14-19 year olds;

ITT Diploma Strand 2 ‘with experience’ requirements

Additional skills, knowledge and understanding of the 14-19 Diplomas for IT & SHD trainees (additional to core offer set out in Strand 1):

• experience of assessing work related learning;

• experience of teaching in a work related environment or simulated environment;

• understanding of collaborative working for 14-19 Diploma delivery;

• ability to relate school-based learning to real life experience within relevant industrial/commercial sector;

• enhancement of occupational currency (knowledge of normal working practices, specialist language and skills required in the vocational sector)

SMUC Strand 2 model of delivery (2008/09)

Strand 2 ‘with experience’:

Series of tasks set out in the Diploma Development Handbook

Handbook included tasks for strand 1 trainees

Initial evaluation findings

Criteria Some trainees All trainees

• experience of paired teaching of a Diploma in a school, college or work based learning environment

√

• lesson observation of Diploma teaching with follow up discussions; √

• opportunity for occupational enhancement (with clearly identified outcomes); √

• teaching experience in a real or simulated work related environment; √

• observation of (or participation in) consortium Diploma planning sessions; √

• teaching experience which includes explicit incorporation of functional skills and/or personal, learning and thinking skills;

√

• shadowing a Diploma teacher; √

• shadowing a Diploma learner; √

• moderated (by qualified teacher) assessment of aspects of Diploma learning; √

• lectures, seminars or workshops on 14-19 reforms and Diplomas; √

...further strand 2 trainee evaluation highlighted

• Teaching HSC and ICT is excellent preparation for teaching lines of learning: applied subjects include work experience and working as part of a team for effective delivery

• Great deal of overlap between BTEC content, assessment and delivery strategies, such as case studies, scenarios setting and role play, and Diploma lines of learning

• Academic background in criminology is relevant for teaching Diploma

• Vocational background is essential for bridging pupils’ knowledge and understanding of theoretical principles with working practice

• Introduce Diploma Development Handbook earlier in Foundation term

• Need for more opportunity to teach Diploma line of learning

• Diploma Development Handbook tasks are appropriate to Diploma knowledge, skills and understanding

• Ready and prepared to teach level 2 Diploma line of learning

Areas for development in 2009/10

• Gain access to a greater number of schools and colleges offering Diploma lines of learning at level 2 and 3 for trainee placements

• Embed occupational enhancement in the Foundation term in addition to the Developmental/Consolidation placement

• Offer enhancement in two differing areas of occupational practice

• Enhance provision for teaching functional skills in strand 1 and 2

Final thoughts

• SHD & HSC and IT & ICT share an applied pedagogy despite additional aspects of subject knowledge in the lines of learning

• Skills for learning and teaching an applied subject/line (TDA 2007, 33 standards)

– excellent communicator– creative & reflective– team worker– good subject knowledge (degree with maths & English GCSE ‘C’)

– sector skills experience – sense of humour– able to take and act upon advice– belief in the value of education – value working with young people

Thank you, and any questions?