Leeds City College is one of the largest FE colleges in the UK, serving over 40,000 students. It has implemented Study Programs to meet new government requirements, including substantial qualifications, work experience, English and maths, and career guidance. The college uses blended learning with online materials and tutorials to replace some direct teaching, allowing students to learn independently while still achieving outcomes. Initial pilots showed this approach helped students apply theory to practice and complete qualifications early. The college aims to expand blended learning models to support more flexible study.
Challenges and Adjustments in the Curriculum and Instruction of the K+12 Prog...IJAEMSJORNAL
The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program implementation of teachers together with their principal/school heads in the Laboratory High School of Nueva Ecija University of Science and Technology, during the academic year 2019-2020. The study utilized the descriptive method in order to describe the current status of the K+12 curriculum implementation in the said school. A total of 69 respondents were selected through purposive sampling coming from the four campuses of NEUST namely Gabaldon Campus, San Isidro Campus, Fort Magsaysay campus and General Tinio Campus. Weighted means were used to analyze their assessment of the curriculum, instructional-related factors and the challenges and adjustments encountered. The findings showed that the curriculum content, objectives and instructional-related factors are in conformity with the standards, policies or guidelines set by RA 10533, or otherwise known as “Enhanced Basic Education Act of 2013”, subject to some improvements due to the addition of elective subjects. Respondents consider their learners as the center of the educational process, use varied types of teaching strategies and techniques depending upon the learners need, and has individual, paired or group applications. Resource materials and facilities are available but they are not adequate, nonetheless, school environment is generally conducive to learning. No significant relationship exists on their assessments with respect to the challenges experienced and the adjustments made in the implementation of the K+12 curriculum.
Challenges and Adjustments in the Curriculum and Instruction of the K+12 Prog...IJAEMSJORNAL
The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program implementation of teachers together with their principal/school heads in the Laboratory High School of Nueva Ecija University of Science and Technology, during the academic year 2019-2020. The study utilized the descriptive method in order to describe the current status of the K+12 curriculum implementation in the said school. A total of 69 respondents were selected through purposive sampling coming from the four campuses of NEUST namely Gabaldon Campus, San Isidro Campus, Fort Magsaysay campus and General Tinio Campus. Weighted means were used to analyze their assessment of the curriculum, instructional-related factors and the challenges and adjustments encountered. The findings showed that the curriculum content, objectives and instructional-related factors are in conformity with the standards, policies or guidelines set by RA 10533, or otherwise known as “Enhanced Basic Education Act of 2013”, subject to some improvements due to the addition of elective subjects. Respondents consider their learners as the center of the educational process, use varied types of teaching strategies and techniques depending upon the learners need, and has individual, paired or group applications. Resource materials and facilities are available but they are not adequate, nonetheless, school environment is generally conducive to learning. No significant relationship exists on their assessments with respect to the challenges experienced and the adjustments made in the implementation of the K+12 curriculum.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Sharing Innovative Approaches to Delivering 16-19 Study
Programme Principles
Leeds City College
Enabling Employment Through Maths
and English
2. “Blended learning within Study Programmes recognises students’
capacity to learn for themselves, with guidance. It can enhance
motivation and achievement.”
Debbie Fletcher, Vice Principal
Leeds City College is one of the UK’s largest FE
establishments, offering a diverse curriculum to more than
40,000 students. We provide a vibrant, multicultural
learning environment, delivering excellent and innovative
education which is supportive, inspiring and life
changing.
Our courses cover almost all subject areas and include
full and part-time academic and vocational qualifications
through from basic skills to apprenticeships and A Levels
to foundation and full degrees. There is something to suit
the needs of everyone, from pre- and post-16 year olds to
adult learners, employers and businesses, with training
delivered both on and off site: in partnership, in
companies and in local communities.
Work with external partners and businesses is a key area, with the College one of the single largest
providers of apprenticeships in the country, with in excess of 12,000 apprentices during the last
academic year.
Leeds City College operates out of six main campuses – Horsforth, Joseph Priestley, Keighley, Park
Lane, Technology and Printworks – with Leeds College of Music also part of the Leeds City
College group. There is provision in dozens of smaller community centres across the region.
In 2012, the College was given an OFSTED rating at Grade 2, Good, with Outstanding features, for
the overall effectiveness of its provision.
The College has over 6,500 students on FT Study Programmes. In addition, there are an additional
350 on PT flexible Study Programmes designed specifically for the NEETs cohort.
In preparation for 2013/14, the curriculum was remodelled to ensure it met the requirements of
Study Programmes, namely the substantial qualification (minimum 270 contact hours), tutorial/
entitlement, work experience and/or element of volunteering, English/Maths, and an identified
progression route through to employment or the next level of programme.
Clear guidance was given to all curriculum teams on annual hours which could be allocated to
Study Programmes across the College, according to the type and level of qualification. This also
took into account previous efficiencies which had been introduced for main qualification
Study Programmes
Planned hours
3. Tutorial/entitlement
delivery. Generally, a 4 AS programme was to be delivered in 695 hours, 3A2s in 540, Level 3
Extended Diploma 560, Level 3 Diploma 540-560, Level 2 Diploma 550, Entry Level and Level 1
560.
In Study Programmes the major change for the College was the removal of the smaller additional
qualifications which supported the delivery of the tutorial, as we could now deliver the aspects
which best met the needs of the learners, without the need for funding a qualification to support
our funding target. Each Study Programme at Level 2 and 3 was allocated two hours tutorial/
entitlement – one hour for group activities, to include study skills, development of enterprise
skills, preparation for employment/progression etc., and one hour for individual reviews. Three
hours per week were allocated to Level 1 and Entry Level students to support their personal
development.
Maths and English
Prior to the introduction of the Study Programmes, all 16-19 students had been encouraged to
further develop their English and Maths if they hadn’t achieved a grade C or above at GCSE. Prior
to September 2013, take-up was variable, and there was a tendency for some curriculum areas to
enrol all students onto a FS, as part of their delivery plan – this may not have been at the
appropriate level for that learner.
From September 2013, all 16-19 students undertook an initial assessment prior to enrolling at the
College, and a diagnostic assessment during induction, to ‘find the level’. In addition, those with a
grade D were encouraged to re-sit the GCSE where possible. There are still anomalies, but
considerably fewer than in 2012-13, and we are now in a good position to ensure that all learners
are on the right programme from 2014. One of the biggest difficulties is finding sufficient staffing
to meet the demands of such a large cohort of learners. There are also some issues with students
having the Maths and English skills to progress onto L3 courses when the starting point at
enrolling to college is as low as Entry Level 2 or Entry Level.
Work experience
College guidance for work experience was that it would vary according to the needs of the
individual, but that it should support progression into employment or to the next level of
programme. Where possible, it should be an assessed part of the vocational programme and was
particularly important for students at Level 2 and below. Because of the differing needs of our
learners and the huge task being thrust upon our work placement team we identified different
forms of work experience which would be acceptable as part of the Study Programme. These
included:
• Formal placement (day release or block), which existed already on many of our
programmes – e.g. Health and Social Care, Childcare, Sport. This could be in-house (for
more vulnerable learners and those at Entry and Level 1), through access to our suppliers
(we have an on-going capital build which is engaging some of our construction, IT and
creative arts students), or external
• Real working environments – e.g. our commercial hair and beauty salons, and training
restaurant
• Simulated working environments – e.g. motor vehicle workshops
• Live projects – creative arts engage with many external projects
4. • Shadowing
• Mentoring from employers
• Work-based assignments
• Tasters (particularly relevant and trialled with our Entry and Level 1 students during the
work placement trials in 2012/13)
• External visits/speakers
In 2012/13 the Work Placement Team secured external placements for c1,800 students. There was
an expectation that as part of Study Programmes this would double to 3,600. To date, the team
have currently co-ordinated 1,740 placements in total, with another 1,560 still to do – a slight drop
in the original forecast. However, they have successfully engaged with new curriculum areas – e.g.
motor vehicle, business, computing technologies, land based, construction, and electrical. They
have also engaged with an external provider to support this service. A new, small, Employability
Team is being established to develop a network of employers who will support the development
of employability skills for our students, through their involvement in the variety of forms of work
experience listed above.
Blended/independent learning
The College is proactively developing a more learner-centred delivery model and has created a
number of projects which include, for example, the use of Chrome Books with Motor Vehicle
students.
The project was piloted in 2012/13 with a mixed group of ten 16-18 and 19+ Level 3 learners. The
project was conceived as a basis for delivering a flexible but cost-effective delivery model, with the
advent of affordable tablet computers (TCs). TCs were provided to the group on a permanent loan
basis and were introduced to enable learners to access learning materials at a time which was
convenient to them. Interactive lesson plans were then produced, enabling learners to access
learning materials using cloud-based technology, prior to practical sessions. These learning
materials included assessment tasks relating to summative on-line assessments which were an
integral component of the learners’ qualifications. Mid-way through the project, tablets were
replaced with Chromebook computers, as issues emerged with viewing some of the smaller
components on the tablets. All learners successfully completed their qualification, five weeks
before the end of the course.
All staff within the Faculty have been trained on the use of cloud-based technology which enables
them to write interactive lesson plans. These can be accessed by any other member of staff either
to share best practice, cover for absent
colleagues or to support learners who may
be behind or cannot attend the College for a
variety of reasons.
In 2013/14 the programme was rolled out to
approximately 140 learners, as the success of
the pilot had identified the need to provide,
more widely, learning programmes that
facilitate learning on demand.
The bulk of the blended learning materials,
which have been purchased on licence
through LJ Create, have been produced to
develop learners’ ability to apply theoretical
knowledge to practical situations through
5. both instruction and application, the latter through diagnostic assessment and end testing. Further
materials have been produced by staff but mainly in a supporting capacity or as extension tasks.
The materials are high quality and their use has enabled teachers to further develop their skills
in the use of new technologies. Learners can use the materials for practical simulation exercises,
as they are of a high calibre and accurately reflect the workshop environment and the workplace.
The materials not only provide relevant information, but give the learners the opportunity to carry
out diagnostic tests on vehicles and record their findings through formative assessments. Teaching
staff are then able to provide clear instruction to learners within a formal workshop setting with
the knowledge of learner capabilities, based on the assessment results. This has been confirmed by
teaching staff, who have noticed the speed of application on tasks has increased and there is less
likelihood of the need for tasks to be repeated.
This delivery strategy has seen 100 hours of direct teaching time being replaced with
approximately 30 hours tutorial support. The reduction in direct contact time has, however, not
reduced the learners’ capability to achieve but has demonstrated that there is potential for
learners to be more appropriately stretched and challenged, particularly those who are
self-motivated. The materials enable the tutor to track learner engagement. The evidence
presented illustrates that learners will spend significant amounts of time either progressing ahead
of schedule, or revisiting existing work to reinforce existing knowledge. This provides clear
evidence of learners wishing to deepen skills, which has been borne out of their skills application
in workshops situations.