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Plan of Learning – guidance notes for staff

The Plan of Learning (PoL) provides a holistic view of the programme of study. It brings all aspects of planning together in one place.

The PoL is in 3 main parts. Each tutor will have a plan for each programme they teach. Parts one and two will be the same for the full tutor team. Part three relates to programme delivery and so will be specific to the course / unit.

Part One – the statement of intent

This summarises the what, how and why of the curriculum. This should be completed by the course team together.

Part Two – the content overview

This explains the when. In many cases a programme of study involves multiple vocational tutors plus English and maths tutors and enrichment activities and experience of the World of Work. Each tutor, including the English and maths tutor, completes a column on the master sheet for their delivery. You may add and delete columns as appropriate in consultation with your HoD, ie if your programme does not include GCSE English and / or maths. If there is only one tutor then you may just need one column. For subjects like ESOL where the topic is simply a context for study you may wish to add a column (ie for language structures and grammar).

For some headings we have provided some example responses (in red). Delete from this list any you will not use and add any others that you plan to use.

Part Three – the detail of the delivery, planned in blocks.

One per unit / subject that builds over time. Add additional lines if required, ie if you teach twice a week. The model prompts tutors to plan starter, 3 activities and a plenary for each session. You may have more than 3 activities – simply add these.

If your course runs for more than 8 weeks this has been designed to be completed in more than one section. Before the course starts please complete the plan for the first half term. At the end of each half term you will then plan for the next half term. Completion of these will be monitored for compliance and quality and feedback given.

Where courses run over fewer than 8 weeks tutors will be expected to plan the whole course from the start. For very intense courses of less than 8 weeks managers will advise if this can be completed in sections.

Bradford College Course IntentCourse Code: Course Title:Team members:Niaz Akbar; Sean Hamilton, Tahiba Dad & Haleema Sadia

BETC Level Three Diploma in Pharmaceutical Science

Rationale for running this course The course meets local / national need in the following ways: Pharmacy has a regulatory body, the General Pharmaceutical Council (GPhC) who set the education and training requirements for pharmacists, pharmacy technicians and pharmacy support staff, to make sure they develop the knowledge, skills and behaviours they need to provide the safe and effective care patients and the public expect.

In order to practice as a pre-registration pharmacy technician, both the competency (NVQ) and the knowledge (BTEC) qualifications must be undertaken over a 2 year period together with working under the supervision of a Pharmacist for a minimum of 14 hours per week over the 2 year period. When the course is completed, pre-registration pharmacy technicians will meet the knowledge requirements part of the training in order to register as a Pharmacy Technician.

Pre-registration pharmacy technicians from all sectors are eligible to come onto this course. The new 10 year NHS plan outlines a shortage of pharmacy professionals and work is ongoing in order to increase the pool of newly qualified technicians with the aim to meet the skills shortages and provide valuable services to the local public.

The course addresses social disadvantage:

All students are provided with equal opportunities to succeed on the course as they are all in employment. Any student learning needs are made apparent prior to the start of the course and students have access to additional learning support if required. Regular student reviews ensure we pick up any student difficulties throughout the course and a Trainee in Need of Additional Support (TRAS) policy is utilised to support student in order to achieve a successful outcome and register as a pharmacy professional.

Prior knowledge Students would be expected to have the following prior knowledge, qualifications or experience:

5 GCSE’s grade C and above (or equivalent), employed as a Pre-registration Trainee Pharmacy Technician. Applicants MUST be employed in a pharmacy working under a registered pharmacist for a minimum of 14 hours a week.

Applicants for this course must also be registered on the NVQ Level 3 programme in order to meet registration requirements as a qualified Pharmacy Technician.

Progression routes(Short, medium & long term)

Students from this course could progress onto the following learning programmes:

Join the GPhC register as a Pharmacy Technician Final Accuracy Check of Dispensed Medicines and Products BTEC Level 4 – Professional Diploma in Pharmacy Clinical Services Assessor course Internal Verifier course Gain entry to university to undertake the Masters in Pharmacy (MPharm) 5 year programme in order to practice

as a Pharmacist.

Students could progress into the following careers:

Registered Pharmacy Technician Final Accuracy Checking Technician Pharmacy assessor Pharmacy Internal Verifier

Qualification outcome Students will gain the following qualification(s) incl English and maths:

EDEXCEL - BTEC Level Three Diploma in Pharmaceutical ScienceEDEXCEL - BTEC Level Three Diploma in Pharmacy Service Skills (NVQ)

Aims of the course The course will prepare students for further study, work and life in modern Britain by developing the following:

Skills: Ability to competently complete the required responsibilities undertaken by a Pharmacy Technician working in a modern Registered Pharmacy.

Knowledge:To understand the use of common medicines to treat conditions seen in both primary and secondary care.To understand the legal requirements and regulations surrounding the safe and ethical supply of medications.To gain a background knowledge of biology; microbiology, chemistry and human physiology.

Behaviours:Working to the nine principles outlined by the GPhC. Trainees must work to these whilst undertaking the two year course.

Cultural Capital (including personal development: E&D; United Values; employability; health and wellbeing; trips, visits, guest speakers etc)

The course will build cultural capital by:

Students are taught a unit on Professional and Personal Development. Equality & Diversity; United Values are taught in both the workplace and the college induction. Students visit Bradford University Pharmacy Department and Guest Speakers come in throughout the course. Health and Wellbeing is covered in Unit 15. Students are all employed but throughout the course different career opportunities are made apparent. Expected knowledge skills and behaviours are embedded throughout the course

Initial and diagnostic assessment Students’ starting points will be assessed through:

Majority of students are vetted and interviewed by their NHS trust prior to applying for the course. Community students are interviewed by college staff prior to being admitted to the course.All students must meet the minimum requirements outlined above.

Teaching, learning and assessment methods The course will employ the following TL strategies:

Workshops; Theory, Active Learning, Tutor Presentation, Discussion, Debate, Research, Games/Quiz, Student Presentation, Case Studies, Practical’s

The course will employ the following assessment strategies:

Practical Assessment Tasks Presentations Ongoing Formative Assessment

Long term memory will be built through:

Regular Assignment Tasks Spiral Curriculum Relating theory to work-based practice

Checking learning and monitoring progress The course will check learning by:

Direct Question & Answers Quizzes Completed Tasks Observation Peer to Peer & Self-Assessment

Progress of individual learners will be monitored by:

Completed Assignments 1:1 tutorials (ILP’s) Learners progress will be reviewed every 10 weeks

Additional support Students with additional needs will be supported in the following ways:

Students are individually assessed if required. Some of the following support will be offered to each learner.

LSA allocated to individual / small group Signer Specialist software Specialist equipment - i.e. overlays, adapted tools

Feedback Formative feedback will be given in the following ways:

According to Awarding Body rules Verbal Written Recorded

Summative feedback will be given in the following ways:

Written and Recorded Feedback given using Turn It In as per Awarding Body rules

Preparation for work Students will experience the world of work and develop employability skills by:

Work placement External speakers Site visits

Students will receive career’s guidance through:

Lessons and Lectures throughout the course Guest Speakers Work-based Liaison and Line Managers CPPE; APTUK, GPhC and CPD ILP’s

Digital skills Students will develop the following digital skills on their Voc/Academic programme:

Use of a variety of digital online platforms including; Moodle, Turn It In, Adobe Connect & Ecordia Work based stock management systems and dispensing software Extensive use of Office software

English The course will develop the following English skills on their Voc /Academic programme:

Use of technical language and acronyms used in the Pharmacy Industry Communication and Counselling skills Effective written communication and effective Academic writing skills i.e. Referencing

Maths The course will develop the following maths skills on their Voc/Academic programme:

Pharmacy calculations Checking quantities and dosages Time keeping and management

Student voice Student voice will be collected through:

Course Committee Meetings Employer Feedback Unit Surveys Individual Student Feedback

Signed off by manager: ___________________________

Date: ___________________________

Bradford College Weekly Breakdown

Week Unit/subject/topic/module Unit/subject/topic/module (add and delete columns as required)

Maths GCSE / FS

English GCSE / FS

Cultural capital (incl work experience)

Summative assessment that will take place (and method)

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2930313233343536

Bradford College - Plan of LearningSeptember – October half term

Department Pharmacy Qualification BETC Level Three Staff Sean Hamilton Delivery inc. exam weeks

Learning Aims for this block of learning (may be from syllabus/specification/non accredited learning aims)

1. Understand the laws regulating the sale and supply of medicines and non-medicinal poisons 2. Understand the laws governing the supply of controlled drugs3. Know other laws that relate to the legal and safe delivery of pharmacy services 4. Know the organisation and staff groups relating to the delivery of pharmacy services 5. Understand the factors affecting standards in pharmacy services

Session

16th Sept 19

Learning IntentionsWhat do you want your students to learn in this session?

(It is not a learning outcome as it is not guaranteed)

Key Learning ActivitiesWhat will happen in your session to ensure that students are learning?

Checks on LearningWhat will be measured as a reliable indicator of progress? The students can now...

Variation on planned learning activity to meet learners needs

Add learner initials or learner groups to adapt activities

3 – Pharmacy Laws and Regulations

P1 – Describe the key principles and requirements of current legislation relating to the use of drugs and medicines.P10 – Explain how legislation impacts on pharmacy services.P9 – Summarise the key principles of legislation within the pharmacy context.English IntentionAcronyms and reading law.

Starter:

How many laws regulating pharmacy services can you name? (group work)

Activity 1:

What is a law (class discussion)

Activity 2:

How does regulation impact pharmacy services (Questions)

Plenary:

Starting point assessment:

Gauge on students current understanding of the laws and the affect.

Activity 1 assessment:

Students understanding of the current legal system


Looking at how students interpret the effects of pharmacy legislation on their day to day practice

Starter:

Advanced students can find out and research the laws identified.

Activity 1:

Advanced students can think of who enforces pharmacy regulations.

Activity 2:

Students to identify SOP’s that enforce the legislation.

Maths IntentionDates and timeframes.

Recap questions (teacher student Q&A’s)

Final Progress Check and reflection

Activity to ensure that you and your learners both know they have made progress.

Independent learning / COLAWhat are the learners and tutors next steps?

Recap questions checking understanding of the day topic.

Resources on Moodle to supplement teaching.

Read materials to reinforce today’s topic and prepare for the next session.

Session

13rd Sept 19







Links to previous and subsequent sessions

Builds on the introduction from last week.

4 – Medicines Act and Classifications

P1 – Describe the key principles and requirements of current legislation relating to the use of drugs and medicines.P10 – Explain how legislation impacts on pharmacy services.P9 – Summarise the key principles of legislation within the pharmacy context.English intentionAcronyms and legal language.Maths IntentionN/A

Starter:

Recap on the laws covered; remembering acronyms and what the law does (group work)

Activity 1:

Research the thalidomide disaster and how it prompted the creation of the Medicines Act 1968 (research task)

Activity 2:

Identifying the classifications and characteristics of the three legal groups.


Check students understanding of the material covered in the previous session. Recap any material that needs to be refreshed.


Use of Moodle resources and independent research. Use to gauge what type of research individual students prefer.


See how much the class understands in regards to work based experience with medications. Only use commonly prescribed medicines – links to workplace practise.

Starter:

Look at how they are applied in their everyday practise.

Activity 1:

Work the tables offering prompts and guidance on how to direct their research.

Activity 2:

Peer to peer guidance – if students struggle.



Independent learning / COLAWhat are the learners a nd tutors next steps?




Session

30th Sept 19








Builds on previous session.

5 – Human Medicines Regulations

P1 – Describe the key principles and requirements of current legislation relating to the use of drugs and medicines.P10 – Explain how legislation impacts on pharmacy services.P9 – Summarise the key principles of legislation within the pharmacy context.English intentionReading legal documentation and language.Maths IntentionPrescription calculations.

Starter:

Kahoot quiz recapping the previous two sessions.

Activity 1:

Brainstorm on what parts of pharmacy practice are effected by the Human Medicines Regulations.

Activity 2:

Class discussion on the effects of HMR on day to day pharmacy practice.


Statistics are generated from the online platform. Identifying any recap needs of the students.


Tutor to assess individual contributions to the brainstorm/research session.


Check student contributions to the class discussion.

Starter:

N/A

Activity 1:

Offer prompts to students whilst working the tables if they require them.

Activity 2:

Follow up questions and pushing more able students and helping students who struggle.







Full Review tutor and learner

Mid-point review of progress. Review learners progress to inform the next block of teaching.The students can now / the students need more of…

Session

7th Oct 19









6 – Poisons Act & Denatured Alcohol & Veterinary Medicines

P3 – Describe the main requirement of current legislation relating to the sale or supply of non-medicinal poisons.P5 – Summarise the current legal requirements relating to the provision of denatured alcoholP4 – Outline the current legal requirements for the sale or supply of veterinary medicines.English intentionReading legal documentation and applying them in practice.Maths IntentionPharmacy Calculations.

Starter:

Kahoot quiz including calculations and recap on previous sessions.

Activity 1:

How to apply the Poisons Act (paired role-play)

Activity 2:

What products fall in to what categories (paired activity)

Activity 3:

Produce a poster detailing a pharmacy summary of how to dispense a veterinary medicines (group activity)




Peer to peer assessment and tutor input into student interactions


Peer to peer assessment and class discussion.


N/A

Starter

N/A

Activity 1:

Get students to support the roll-play; more able students to help others.

Activity 2:

Scaffolding prompts to help students if required.

Activity 3:

Moodle resources.



What are the learners and tutors next steps?




Session

14th Oct 19









7 – The Drug Tariff & Assignment Handout

P2 – Explain the uses of the drug tariffAssignment 18.1 handoutEnglish intentionReading the drug tariff Maths IntentionWorking out costing

Starter:

Kahoot quiz compounding the unit so far prior to assignment handout.

Activity 1:

Endorsing sample prescriptions; students to use the drug tariff to work out the costings.

Activity 2:

Blacklisted items quiz.



Activity 1 assessment

Peer to peer assessment and tutor input; students need to work with mixed groups to share experience i.e. community and hospital mix.


Competitive group quiz.

Starter

N/A

Activity 1:

Peer to peer help and students to assess each other’s work.

Activity 2:

N/A







Session

21st Oct 19









8 – Assignment Workshop

P1; P2, P3, P4, P5, P9 & P10

English intention

Starter:

Go through the assignment brief to clarify the requirements.


Q&A’s from students and myself in order to identify any problems or areas requiring recap.

Starter:

N/A

Interpreting assignment brief.Maths IntentionWorking out a time management plan for assignment.

Activity 1:

Students to work on their own assignment; students to set a goal at the start on what they aim to get done in lesson.


Tutor to check progress throughout the lesson.

Activity 1:

N/A




Recap questions checking understanding of the assignment brief.

Resources on Moodle to supplement assignment completion.

Session

4th Nov 19







Links to previous and subsequent session

Builds on previous sessions.

9 – GPhC; APTUK & RPS

P12 – Explain the role of the professional regulator for Pharmacy TechniciansP13 – Describe the role of the professional leadership bodies for Pharmacist and Pharmacy Technicians

English intentionReading and interpreting the GPhC standards.Maths IntentionN/A

Starter:

Read the GPhC Standards document on Moodle.

Activity 1:

How do you meet the standards set by the GPhC.

Activity 2:

Research the benefits of joining APTUK.


Q&A’s after students have absorbed the contents of the documentation.


Tutor to assess student answers in an open class discussion.


Peer discussion on the benefits of APTUK membership.

Starter:

Print out the documentation to ensure students can make notes.

Activity 1:

Allow students to peer discus prior to giving answers to the class.

Activity 2:

N/A




Conducted throughout the lesson various activities to track students’ progress.

Online materials on Moodle that allow them to reinforce their learning and understanding.

Students to log how CD prescriptions and orders are carried out in their workplace.

Review/What’s next? Revisit or further challenge

Tutor review Students will be working on CD controls in the workplace and the legislation surrounding there use.

Revisit - N/A

Further challenge - Students working in community not understanding the extra controls required in hospitals.

Bradford College - Plan of Learning

Department Qualification Staff Delivery inc. exam weeks


6. 7. 8. 9. 10.

October half term - Christmas



Session

11th Nov 19







10 – Misuse of Drugs Act 1971 & Misuse of Drugs Regulations 2001

P6 – Describe the key principles and requirements of current legislation relating to the use of controlled drugs.P7 – Describe the additional requirements for use of controlled drugs in hospital.P10 – Explain how legislation impact on pharmacy services.

English intentionReading and interpreting pharmacy legislation.Maths IntentionAssessing the time requirements and restrictions for dispensing CD’s.

Starter:

What are the legal requirements on a CD prescription?

Activity 1:

What are the three classifications of illegal substances and prescribed controlled drugs. What are some examples?

Activity 2:

What are the regulations for the five schedules?


Class discussion on the requirements for a legal prescription.


Peer to Peer assessment and class discussion.


Checks on the knowledge researched and checking the sources used.

Starter:

How is this different to community? Pair up students based on workplace.

Activity 1:

N/A

Activity 2:

Print out material in order for students to have tactile resources.

Final Progress Activity to ensure that you and your learners both know they


Check and reflection

have made progress.




Session

18th Nov 19









11 – Hospital Controlled Drugs Requirements

P6 – Describe the key principles and requirements of current legislation relating to the use of controlled drugs.P7 – Describe the additional requirements for use of controlled drugs in hospital.P10 – Explain how legislation impact on pharmacy services.

English intentionWriting SOP’s for use in Pharmacy.Maths IntentionCD prescription requirements – words and figures.

Starter:

Kahoot quiz recapping the work conducted last week.

Activity 1:

Write a SOP in groups of four to explain the process of dispensing a CD.

Activity 2:

Validating CD prescriptions identifying which are legal and which require alteration.


Kahoot can indicate where the class might require recaps.


Students can then swap SOP’s with different groups so they can identify any errors.


Peer to Peer assessment to see if students identify the correct ones.

Starter:

Order laptops for students if they cannot use smartphones.

Activity 1:

Give students a sample SOP if they require help.

Activity 2:

N/A



Independent learning / COLAWhat are the



learners and tutors next steps?


Session

25th Nov 19









12 – Services Users & Assignment Handout

P6 – Describe the key principles and requirements of current legislation relating to the use of controlled drugs.P7 – Describe the additional requirements for use of controlled drugs in hospital.P8 – Explain how drug dependence treatments are supplied to drug misusers.P10 – Explain how legislation impact on pharmacy services.

English intentionReading literature provided for service users. Maths IntentionN/A

Starter:

What are the services offered to Drug Misusers in the NHS?

Activity 1:

What checks are required when dispensing Methadone?

Activity 2:

Read through the 18.2 assignment brief


Class discussion to report back student findings.


Peer to Peer checks to find out any gaps in student knowledge.


Q&A’s to students in order to make sure students are prepared for the new assignment.

Starter:

N/A

Activity 1:

Mixing student groups to ensure community and hospital students.

Activity 2:

Answering questions raised by students.



Independent learning / COLAWhat are the




learners and tutors next steps?



Session

2nd Dec 19









13 – Roles in Pharmacy & Retail Standards

P14 – Compare the roles and responsibilities of the pharmacist, pharmacy support staff and other healthcare professionals within pharmacy practice.P15 - Describe the requirements for conducting a retail pharmacy business.

English intentionWhat are the communication requirements of job roles?Maths IntentionPay scales for different job roles

Starter:

How many different job roles can you think of that are involved in pharmacy practice?

Activity 1:

What are the generalised duties of Pharmacists; Pharmacy Technicians and Support Staff?

Activity 2:

Healthcare roles worksheet.


Work the tables to prompt student groups checking student understanding of the task.


Peer to Peer work assessment.


Self-marking and worksheets collected at the end of the session.

Starter:

Print outs for community and hospital staff.

Activity 1:

Pairing up students by workplace in order to share experience.

Activity 2:

N/A







Session

9th Dec 19









14 – Standard Operating Procedures

P17 – Explain the importance of Standard Operating Procedures

English intentionWriting SOP for making a cup of tea.Maths IntentionTimescales of SOP reviews.

Starter:

Think of some examples of SOP’s utilised in Pharmacy.

Activity 1:

Write a SOP showing how to make a cup of tea with milk and two sugars.

Activity 2:

SOP Jumble task.


Class discussion brainstorming the different SOP’s used in Pharmacy provision.


Students to present to the class and peer assess each groups work.


Peer assessment of the correct order.

Starter:

Tutor to support students with hints and tips.

Activity 1:

N/A

Activity 2:

N/A







Session

16th Dec 19


(It is not a learning outcome as




it is not guaranteed) Add learner initials or learner groups to adapt activities



15 – Structure of the NHS & National Healthcare Standards

P11 – Describe the structure and function of the National Health Service and other NHS bodies and organisations connected with pharmacy.P19 – Explain how National Health Care Standards contribute to improving patient care.English intentionInterrupting Healthcare standardsMaths IntentionN/A

Starter:

Research the NHS structure in groups.

Activity 1:

Research the different bodies that are utilised in pharmacy provision.

Activity 2:

Summarise the National Healthcare Standards


Peer to Peer assessment during presentations given to the class.


Q&A’s to check students understanding and gaps in knowledge.


Feedback to peer groups swapping summaries.

Starter:

N/A

Activity 1:

Recap and recover any gaps identified.

Activity 2:

N/A







Session

6th Jan 19









16 – Clinical Governance & Audits

P16 – Explain the principles of clinical governance.P18 – Describe the key principles of audit and quality improvement.

Starter

Activity 1:

Activity 2:

Starting point assessment -



Starter

Activity 1:

Activity 2:

English intentionMaths Intention

Activity 3:

Plenary:

Activity 3 assessment Activity 3:




Review/What’s next? Tutor Review

Revisit or further challenge Revisit - Further challenge - Tutor Review

Bradford College - Plan of Learning



11. 12. 13. 14. 15.

January – Feb half term

Session Learning IntentionsWhat do you want your students to learn in this session?






17


Starter

Activity 1:

Activity 2:

Activity 3:

Plenary:





Starter

Activity 1:

Activity 2:

Activity 3:










Links to previous and subsequent sessions18 Starter

Activity 1:



Starter

Activity 1:


Activity 2:

Activity 3:

Plenary:

.


Activity 3 assessment.

Activity 2:

Activity 3:










Links to previous and subsequent sessions 19 Starter

Activity 1:



Starter

Activity 1:


Activity 2:

Activity 3:

Plenary:



Activity 2:

Activity 3:













20 Starter Starting point assessment - Starter


Activity 1:

Activity 2:

Activity 3:

Plenary:




Activity 1:

Activity 2:

Activity 3:











Activity 1:



Starter

Activity 1:


Activity 2:

Activity 3:

Plenary:



Activity 2:

Activity 3:











Activity 1:

Activity 2:




Starter

Activity 1:

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