LJMU Strand Delivery

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Conference Input 2 January 2010

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LJMU Strand Delivery

  1. 1. LJMU Strand 2 Delivery<br />Phil Duggan<br />Deputy Centre Leader<br />Centre for Secondary & Vocational Education<br />p.duggan@ljmu.ac.uk <br />
  2. 2. Introduction<br />PGCE (11-16) routes in<br />Art & Design<br />Design Technology<br />Information Technology<br />Modern Languages<br />Mathematics<br />Physical Education<br />Science<br />PGCE (14-19) routes in:<br />Applied Art & Design<br />Applied ICT<br />Engineering<br />Leisure & Tourism<br />Applied Science<br />Slide 1.1<br />
  3. 3. Slide 1.2<br />Rationale: Vocational Diploma Development<br />Early recognition that for development to work it needed to:<br />Follow TDA requirements for Strands 1 and 2.<br />Holistic and varied.<br />Model the delivery of diplomas within consortia.<br />Develop and build on partnerships.<br />Sustainable in the long term.<br />Be supported by relevant experience on WRL placements.<br />Facilitate the effective migration of Applied Routes to PGCE in Diploma status.<br />Produce what we term a ‘Diploma Ready Teacher’.<br />
  4. 4. Slide 1.3<br />Creating Partnerships<br />Recognition that we can’t, and shouldn’t, do it alone or completely ‘in house’.<br />Creation of 14-19 Project Managers post (0.5).<br />Partnership with Liverpool Local Authorities 14-19 development team to share design and delivery of the programme.<br />Strand 1 development for all PGCE trainees.<br />Strand 2 development for trainees on applied routes in the first instance.<br />
  5. 5. Strand 1: Specific delivery (2008-09)<br />Strand 1 provision for all trainees consisted of:<br />Two self study interactive resources on BlackBoard on:<br />14-19 Education.<br />Overview of New Diplomas. <br />A Professional Studies session/workshop delivered by Applied ICT trainees to the entire cohort on the ‘New Diploma Framework’ (25th November 2008).<br />A Conference on Functional Skills and PLTS (3rd March 2009).<br />Delivered by Liverpool Local Authority.<br />Slide 1.4<br />
  6. 6. Slide 1.5<br />Strand 2 Content (2008-09)<br />10 sessions at LJMU on 14-19 developments (September to December 2008).<br />Delivered by LJMU Staff and Specialist Schools and Academies Trust.<br />Bespoke training in the form of three twilight sessions (10/12/24 February 2009) delivered by Liverpool LA.<br />Diploma Project Weekend Workshop (14/15 March 2009) delivered by Liverpool LA (“as creatives” team) focusing on creativity and applied learning.<br />Diploma Work Placement for applied learning (15-26 June). <br />One monitoring visit by LJMU staff per placement to assess applied learning.<br />Offered to trainees met all the QTS standards.<br />
  7. 7. Student selection<br />The decision was taken that trainees would self-select themselves for the experience in the first instance. <br />Where recruitment did not match allocations the spare places would be offered to trainees on the 11-16 routes as follows:<br />Spare ‘ICT places’ offered to two year ICT trainees.<br />Spare ‘Engineering’ places offered to DT trainees.<br />Spare ‘Creative & Media’ places offered to DT trainees.<br />Slide 1.6<br />
  8. 8. Participation Figures for 2008/09<br />Slide 1.7<br />
  9. 9. Paying the trainees<br />It was explained to the trainees that the Strand 2 experience was a professional contract between themselves and LJMU. <br />Each event was allocated a ‘participation payment’.<br />Trainees were only paid for those events they attended. <br />Full attendance at all events was required to receive the full £300.00 additional bursary.<br />Slide 1.8<br />
  10. 10. How do we know it worked?<br />Delivery outcomes would be holistic in nature.<br />Recruitment and completion rates.<br />Evaluation by trainees.<br />Evaluation by external agencies.<br />Functional skills and Diploma planning evidenced in ‘units of work’ on QTS E-Portfolio.<br />Trainee involvement in the delivery and assessment of applied learning in work based environments together with monitoring visits by LJMU staff.<br />Slide 1.9<br />
  11. 11. Impact and effectiveness of delivery<br />Both formal and informal.<br />OFSTED’s Initial Teacher Education inspection report (16/3/2009) which commented favourably on our use of innovative partnerships for being used well to enhance training opportunities.<br />Trainee’s positive experiences at job interviews.<br />Trainee involvement in departmental and consortia planning, often taking a substantive role in the process.<br />Requests by schools, post-sixteen providers and training agencies for trainees to mentor pupils and staff, particularly in the development of function skills. <br />Slide 1.10<br />
  12. 12. Slide 1.11<br />Barriers to quality assurance<br />Lack of confidence in diploma knowledge and skills in the teaching profession.<br />Loss of trainees momentum.<br />Diploma delivery in single schools.<br />Lack of practical experience of delivery across a consortia.<br />Lack of WRL placements.<br />Lack of appropriately experienced mentors in WRL placements.<br />Recognition of trainees as ‘experts’ on placements with effect on trainee workload and stress.<br />
  13. 13. Future delivery<br />Strand 2 provision to more effectively mirror collaborative working and a generic pedagogy.<br />We wish to further develop our work experience placements.<br />Engage employers at a much earlier stage in the planning and delivery of the provision.<br />Enhance our mentor training to ensure that mentors are better able to support trainees in relation to Diploma teaching across the consortia.<br />Expand simulated work related learning.<br />We plan to offer a ‘mentoring scheme’ whereby our trainees enhance diploma pupils applied learning on a one-to-one basis.<br />Slide 1.12<br />
  14. 14. Prompts for discussion<br />What are the features of a realistic Strand 2 experience?<br />What should trainees be taught about the applied learning and how do we monitor and assess it?<br />What capacity do we expect our trainees to develop as a Diploma Ready Teacher?<br />Slide 1.13<br />

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