Plumbing quals3.6.05

386 views

Published on

Published in: Education, Technology, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
386
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
8
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • 1.Learning outcomes on flip chart Attendees will gain some understanding of the Common Inspection Framework and key role of learner experience Attendees will understand significance of lesson observation Attendees will gain knowledge of grading of lessons Attendees will understand aims of Lelops project 2. Introductory introductions -who am I ?New to college, not aufait with college policies/procedures -please correct or take with pinch of salt who are they ? what do they want from the session ? Need help..............some questions 3. Sense of humour
  • Lelops handout
  • How they are going to investigate learner experience What are the grades Where is the key divide ? (4/5) A bit unfair ?
  • Can be confusing e.g. 4 satisfactory teaching grade, unsatisfactory curriculum grade
  • Motivation issue here Good point to break for coffee
  • This is new - three elements what is teaching ?
  • Only some basic points handout to elaborate ?
  • What is learning ? Problematic - can you have good grade for teaching and poor grade for learning or vice versa ?
  • Question What is common to all the key questions ? Significant change cf Lewisham issue NB -old story -not observing you (students) but me - not exactly the truth
  • Cf last question - not so - can be crucial -e.g.'s of lessons observed last week what is attainment ? Different to teaching/learning e.g level 3 class work well below - pulled down grade level 1 class well above -pushed up grade (Where schemes of work come in - so observer can see where students should be at at that point of course) At this point - look at Bexley model Raise issue of Gestalt v. Quantitative
  • Feedback -verbal or post it or flip chart
  • Any experiences useful e.g. Colour coded examples
  • Post it notes Hopefully we have learnt something about the new CIF the significance of learner experience, the critical role of lesson observation, how lessons are graded, what might constitute a good lesson or presentation and some ways it might be improved, what Lelops is trying to achieve, the importance of feedback, better ways of doing it, what support actions might follow and some suggestions to ensure you don't drop into the dreaded 5s. Hopefully reduced fear of inspection and observation Presentation so no homework –no next lesson
  • Plumbing quals3.6.05

    1. 1. Technical Certificates in the Plumbing Framework
    2. 2. 2 Craft Qualifications. Crafts: Plumbing/Heating, Gas, Electrical, Refrigeration, Air Con. & Ventilation. Summit Skills: SSC Strategic - UK Wide: National Regional Sub Regional Levels 2, 3 & 4 ? No L1 – milestone for 1 st Yr.
    3. 3. 3 Plumbing Qualifications <ul><li>TECHNICAL CERTIFICATE L2 & L3 </li></ul><ul><li>Key Skills: Communications & Number </li></ul><ul><li>NVQ L2, 3, 4 </li></ul><ul><li>Employers Rights & Responsibilities </li></ul><ul><li>Water Regs, Un-vented, Gas & acs </li></ul>
    4. 4. 4 Emphasis on Learner Experience <ul><li>The Partnership between employers, colleges and learners is essential if achievement & success are </li></ul><ul><li>to be registered within the time scale. </li></ul><ul><li>Both parties need to support the learner to achieve </li></ul><ul><li>competence across the ‘systems’, standards & </li></ul><ul><li>range </li></ul><ul><li>Assessment, management and leadership needs to be effective. </li></ul>
    5. 5. 5 Curriculum <ul><li>Qualifications for the Sector and its workforce </li></ul><ul><li>Building Services Engineering Qualifications are industrial related qualifications. </li></ul><ul><li>Qualifications provide a comprehensive framework to enable progression within Plumbing and Building Services Engineering </li></ul>
    6. 6. 6 Introduction : Plumbing. Plumbing Foundation Basic skills – Key Skills Progress onto Level 2 Number/Comms. and ERR Technical Certificate & or National Vocational Qualification Level 2
    7. 7. 7 Technical Certificates <ul><li>TECHNICAL CERTIFICATE L2 & L3 </li></ul><ul><li>11 Theory Assessments </li></ul><ul><li>End Tests </li></ul><ul><li>56 Practical Assessments </li></ul><ul><li>4 Installation Assessments </li></ul>
    8. 8. 8 NVQ -What is involved? <ul><li>Training for the New Entrants in the Plumbing Qualification Framework </li></ul><ul><li>Work Based 75% </li></ul><ul><li>Centre Based 25% </li></ul>
    9. 9. 9 Teaching <ul><li>Technical Certificates at Level 2 & L 3 </li></ul><ul><li>An essential integral part of the NVQ. </li></ul><ul><li>Tech. Cert assesses 11 area’s/systems </li></ul><ul><li>Includes 50 practical assessments </li></ul><ul><li>Has phase and end exams </li></ul>
    10. 10. 10 Assessment <ul><li>The core and systems are assessed eg: </li></ul><ul><li>Health & Safety, Principles & Processes </li></ul><ul><li>ERR & working with others </li></ul><ul><li>Hot & cold water, sanitation, BGD conn’s, heating, sheet work, Elect., Environment. </li></ul><ul><li>Incl. Energy efficiency, Basic gas safety awareness, water Regs, Un-vented sys. </li></ul>
    11. 11. 11 key points <ul><li>These should have assisted in identifying </li></ul><ul><li>Partnership development between </li></ul><ul><li>Training Providers (incl. Colleges)/ Managers </li></ul><ul><li>Employers </li></ul>
    12. 12. 12 Learning <ul><li>How much progress students have made during the apprenticeship/lessons, taking into account their starting point ? </li></ul>
    13. 13. 13 Common Inspection Framework- the key questions <ul><li>How well do learners achieve ? </li></ul><ul><li>How effective are teaching, training and </li></ul><ul><li>learning ? </li></ul><ul><li>How are achievement and learning affected by resources ? </li></ul><ul><li>How effective are the assessment and monitoring of learning ? </li></ul><ul><li>How well do courses meet the needs and interests of learners ? </li></ul><ul><li>How well are learners guided and supported ? </li></ul><ul><li>How effective is tutoring & support in raising achievement and supporting learners ? </li></ul>
    14. 14. 14 Attainment <ul><li>Standard of work produced by learner during a period (a term or year) relative to where they would be expected to be on the course </li></ul>
    15. 15. 15 What about the learner ? <ul><li>The learner needs to be supported as </li></ul><ul><li>A unique individual, both in the work place and in college, in order to effectively succeed. </li></ul>
    16. 16. 16 What makes for good practice? <ul><li>Adequate Range of assessment opportunities: </li></ul><ul><li>Needs of learners, includes practical experience. </li></ul><ul><li>Re: H&C W, Un-vented, Htg. Gas, Sheet work, Sanitation, etc. </li></ul>
    17. 17. 17 Improvement <ul><li>Adequate Training and Assessment Resources </li></ul><ul><li>Linked with Employer training in workplace </li></ul><ul><li>Linked with Training Providers where they carry out assessment </li></ul>
    18. 18. 18 Hurdles <ul><li>Over Assessment </li></ul><ul><li>Full framework </li></ul><ul><li>To many partners </li></ul><ul><li>To much admin. </li></ul><ul><li>An overcrowded ladder </li></ul><ul><li>of progression </li></ul>
    19. 19. 19 Things to do <ul><li>Sound recruitment strategy </li></ul><ul><li>Planned Training & Assessment </li></ul><ul><li>Good range work opportunities </li></ul>
    20. 20. 20 Scheme of work <ul><li>Start with Unit,Module, Syllabus, Exam Curriculum etc </li></ul><ul><li>Use College template to plan learning & assessment schedule </li></ul>
    21. 21. 21 Plan <ul><li>Plan - use college format </li></ul><ul><li>“ What are students going to do ?” </li></ul><ul><li>Organise </li></ul><ul><li>Target </li></ul><ul><li>Assess </li></ul><ul><li>Feed-Back </li></ul>
    22. 22. 22 Induction <ul><li>Establish positive and welcoming ethos –use humour </li></ul><ul><li>Identify and share learning outcomes </li></ul><ul><li>Link with previous activities </li></ul><ul><li>Reinforce H&S </li></ul><ul><li>Share procedures etc. </li></ul>
    23. 23. 23 The lecturers objectives <ul><li>Know your subject </li></ul><ul><li>Be interesting and enthusiastic </li></ul><ul><li>Varied and appropriate activities </li></ul><ul><li>Pace it well </li></ul><ul><li>Regular monitoring and feedback –focussed questions </li></ul><ul><li>Address individual needs </li></ul><ul><li>Good quality handouts </li></ul>
    24. 24. End <ul><li>Thank you for listening, any questions ? </li></ul>
    25. 25. Questions <ul><li>Why are we cramming so much into the Plumbing apprenticeship ? </li></ul><ul><li>Why so much summative (end) assessment ? </li></ul><ul><li>Are any formatively assessed assignment </li></ul><ul><li>Why so many additional units, why not optional ? </li></ul>

    ×