Wolverhampton and the Engineering Diploma


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Mr Vic Cotterill, representing Wolverhampton University, presented the provider perspective on experience in the Engineering Diploma

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Wolverhampton and the Engineering Diploma

  2. 2. Initially the Trainees will have two days of in house sessions focusing on AQA/City&Guilds Engineering Diploma teacher support resources. •Introduction to the Diploma •Diploma Preparing to Teach
  3. 3. • These INSET materials are currently being used by AQA/CITY & GUILDS with teachers during this current academic year. • Trainees will receive copies of the most recent teacher support resources that have been issued to schools along with training in their application across all three Engineering Diploma Levels.
  4. 4. Resources from the following organisations will also be disseminated. • the Institute of Engineering Technology. • QCA resources. • Canterbury University (online).
  5. 5. • The Birmingham South West Area Network (SWAN) Consortia is the host. SWAN consists of 5 schools based around the City Learning Centre (CLC) at Frankley in Birmingham. • All the schools are teaching at level 2 (Higher) in this first year with progression to level 3 (Advanced) planned to follow.
  6. 6. • The Principal learning Component (Engineering) is delivered at the CLC with pupils ‘bused in’ for three days per fortnight. The trainees will have ‘hands on’ experience in the CLC during this time. • The pupils remain in their individual schools for the balance of the week working on other aspects of the Diploma.
  7. 7. • The Trainees will also spend one day at the CLC completing an assessment task related to the Diploma Unit upon which the pupils are currently studying. eg. Level 2 unit 3 ‘Engineering aspects of computers’. • The trainees will spend two days in the five consortia schools (2 Trainees per school).
  8. 8. At the CLC while shadowing teaching groups the trainees will view and support: • Principal Learning schemes of work and styles of teaching. • Methods of assessment (both controlled internal assessment and preparation for external examination).
  9. 9. In the five consortia schools Trainees will be shadowing / supporting teaching and looking at: • schemes of work, teaching styles, and assessment methods for other aspects of Diploma delivery this includes:
  10. 10. • Functional Skills: English, Maths, and ICT. • Recording of Personal learning and thinking skills. • The diploma Project. • Additional and Specialist Learning aspect. • Work Experience/Industry links aspect. • Revision for the Examination unit.
  11. 11. Tasks for the Final University Evaluation session (one day). • During the programme each pair of Trainees will be expected to produce a presentation on the Diploma delivery in both the CLC and in schools. This will focus on:
  12. 12. • The role of the Domain and Lead assessors • Which departments contribute? • How are schemes of work constructed? • How and when delivery takes place with particular focus on teaching styles. • How is assessment monitored, controlled, and recorded in individual schools and across the Consortia?
  13. 13. This presentation is to be shared in the final group peer evaluation/discussion session along with conducting peer assessment of the Trainee Unit Task outcomes using the Diploma Specification. Overall the final day will focus on:
  14. 14. • Teaching styles and the setting of Controlled Assessment Task(s) done in the CLC. • Assessment Tasks and how they meet the Diploma ‘Evidence requirements’ and the ‘Assessment Criteria’ as listed in the Diploma Specification. • Preparation for the written examination. • Discussion / evaluation of the wider aspects of Diploma delivery in individual schools/centres.
  15. 15. • The University sessions, CLC experience, the wider Diploma school experience, attempting and assessing a Unit Assessment Task, will give the Trainees an in depth overview of the breadth of Diploma study its teaching approach, and its assessment. • Quite an addition to their CV.
  16. 16. Programme Summary • Two days In the University with AQA/City & Guilds resources. • Three days in the CLC focusing on Principal Learning. • One day in the CLC working on Assessed Task. • Two days in Individual Consortia Schools on Diploma wider aspects. • One day preparation for final evaluation feedback and peer presentations. • One day in the University for final group assessment/evaluation session.
  17. 17. • The University wishes record its thanks to the SWAN for hosting the training and to acknowledge the following for their time and support for the Trainees. • Ms Valerie Allen Consortia manager • Mr Paul Griffiths Domain assessor. • Teaching staff in the five Consortia schools