Planning and designing a course should be primarily set around the syllabus content as this is what the students are required to know in order to pass a certain level in a particular subject. However in a real setting the planning and design of a course is much more complicated than this as a range of students, teachers, internal and external pressures are involved.
What influences course planning
Until quite recently Government legislation focused primarily on structure and provision of education but until the 1970’s there was very little attention paid to course planning. This was mainly left to the educationalists themselves to decide upon. However possibly due to the massive technological advances and concern from employers about the future workforce the Government has recently put curriculum development on its agenda and as a consequence the 1988 Education Act and the ‘14-19 White Paper Routes To Success For All’ report now addresses many of these issues. Some of the key issues addressed were the low numbers of post 16 participating in FE, re-engagement of the disaffected and strategies to stretch all young people. Another important issue the Act looked at addressing was to equip students with a combination of technical skills, academic knowledge, and transferable skills that employers are increasingly demanding. In particular the embedding of key skills into curriculum development is proving fundamental if we are going to meet the needs of employers by equipping people with good communication and numeracy skills alongside their IT expertise. This legislation alongside other direct influences such as the Skills for Life initiative plays an increasingly important role in curriculum planning. Furthermore the continual need to work with businesses was emphasised as a key issue in the Foster report (2005). Rationale for development
Bradford College’s main aim is to the enable students to achieve their potential through a wide and varied access policy to education and specifically offers students the opportunity to achieve the Level 2 in IT. The development of the curriculum is therefore aimed at meeting the following college objectives: - Address shortages of skills in the national and regional economies.
- Enhance student’s employability.
- Widen participation in Further and higher education and contribute to
lifelong learning.
With the government’s stated aims of providing a better educated and skilled workforce who are able to make good use of the new technologies and an increasing need for more and better qualified IT professionals, ICT is a subject that will be in demand for a long time. Not only is it an academic subject in its own right but it is a ‘service’ subject which can help to improve the teaching and learning in all other curriculum areas. Therefore in order to take advantage of these opportunities, there is a growing need to educate and prepare the next generation with the skills needed to ensure that this country maintains it competitive edge. It is vital that we provide the appropriate education and training particularly on areas that are already in short supply. Evidence produced by the National Skills Task Force shows that one of the sectors likely to experience the greatest demand for these skills is IT. With this in mind the computing department at Bradford College continues to provide a wide variety of IT courses aimed at meeting these needs.
Over the last couple of years much work has been undertaken to explore the education and employment needs of the local community consequently the new QCF framework was introduced in March 2009 in order to provide a specialist work-related qualification. The overall aim of the qualification is to prepare students for employment.
In the broader context other Government legislation that is a major influence on education within FE, is the 1992 decision that was made by the Further Education Funding Council to fund only the adult educational courses that led to recognised qualifications consequently meaning that FE is more focused on vocational skills, basic skills and other such like accredited courses.
Further education establishments that predominantly offer these vocational qualifications widely recognise the fact that cultural differences within our society can greatly impact on course planning. And, although the 1944 Education Act went some way in addressing the problems of a two tier education system, problems still exist.
Philosophy for course planning and design
ITQ that I specialist in is an ideal qualification to improve job performance, find a new job or learn how to use today’s technology more efficiently. It consists of a unique ‘pick and mix’ cluster of units covering subjects such as Word Processing, Spreadsheets, Databases, PowerPoint and Art & Imaging. ITQ is an evidence-based qualification designed to develop skills, knowledge and understanding to enable progression to and from other IT qualifications. The overall aim of the course is: - To recognise those students who wish to prove their competence in IT
- To enable students to understand the basic hardware and software concepts of modern computing.
- To equip students with the skills to enable them to be successful with modern technology.
Processes for course planning and design
It is recognised that NVQ qualifications are vocational and are aimed at preparing students for the workplace therefore the process for curriculum planning and design must take into account that the emphasis is on developing the skills of the learner. This can be quite difficult, as especially where teachers accustomed to ‘leading from the front’ have to change to a more student centred approach. As the NVQ qualification comprises of five modules, each with its own unit specification it is the modular approach to curriculum planning that has been undertaken. The aims and objectives of the unit specification have been scrutinised and relevant knowledge concepts and practical tasks have been devised in order to demonstrate theories and to reinforce learning and understanding. This type of model is much appropriate than either the Linear Model which is the one seen in the national curriculum and allows learners to progress from one objective to another often over the course of years. It is also more appropriate than the Spiral Curriculum suggested by Bruner who recognised that learning should be constantly revisited and always being improved upon. Analyse own specialist area in terms of design of the course, resources and teaching and learning strategies. Assess the degree to which these are inclusive.
Developing inclusive learning environments
When we as teachers attempt to create safe, inclusive classrooms, we should consider multiple factors, including the syllabus, course content, class preparation, classroom behaviour, and our knowledge of students' backgrounds and skills. Inclusive learning is the right for any student to learn.
In introducing the notion of learning environment, Knowles 1970 (citied by Imel n.d.) suggested “that activities conducted prior to and during the first session could greatly affect it”, including promotional materials and marketing. It is vital at the onset of any course to ensure that learners and their chosen course are compatible with one another. Some disabilities can be potential barriers to learners using ICT. The most common are partially sighted learners, learners with poor hearing and learners with manual dexterity problems like arthritis or RSI. The effects of many disabilities can be minimised with the use of Microsoft Windows Accessibility options and or specialist equipment like large keyboards and tracker ball mice. Learners with poor hearing can be helped by seating them appropriately so they are close when I deliver information and are also positioned so that I can easily move into their eye-line. With poor literacy and numeracy skills there would be support offered by the College Learner Support department. I have found with some students that taking time to explain and demonstrate slowly and thoroughly on a one to one basis whilst working my way around the classroom encouraging and stretching the faster learners that learning takes place for all. Initial assessment will highlight any particular needs that a learner may have.
Resources
IT to most students can be seen as challenging and refreshing. Most students in my class do like the course; but they do feel daunted by certain words and topics; some have even challenged me as to why they are learning certain topics. Therefore I try to make the lessons interesting, I try to use a range of resources including the students themselves; I get them to ask questions, to think about issues, to draw on their own experiences, to help others that may find certain topics difficult.
I mainly use the interactive whiteboard and slides as I feel this is the most effective way to teach students so that they learn; I will provide them with the same slides I am using, we will go through worked examples together and they will fill in the gaps. They can then keep these handouts as a set of notes to use later in the lesson. Where practical based work can be done I try to involve the students as much as possible by letting them work in groups and carry out practical’s themselves; I feel this helps them to understand the uses IT has in their lives and makes them feel more competent in the subject area.
By creating an ILP it allows for a mutual agreement to be made between the student and the tutor. This method of assessment helps the student to negotiate with the tutor in a fair and achievable way, by setting goals and targets which can be regularly reviewed during tutorial sessions. During which any problems can be addressed so that the student feels supported and learning is progressive. 'The purpose of an ILP is to help create a well planned 'tailor made' programme of activities for each student that meets their individual needs and aspirations.' Petty (2004)
Teaching and Learning strategies
Inclusion can be achieved through implementing a student centered approach to teaching. This will increase participation for all students in all activities regardless of social background, race, culture, gender, differences in ability and disabilities. By adopting a student centered approach will create a valued learning environment leading to greater achievement in all students. Blooms taxonomy of learning highlights the importance of using the affective domain in teaching strategies.I have found with my students that they all have very different learning styles. Incorporating VARK visual aural read write kinaesthetic into my teaching ensures that every learner has an equal chance.
My course delivery is specifically designed to work with the intuitive, big-picture approach of the right-brain. I aim to make my courses an enjoyable and engaging experience, even when the content might feel challenging or difficult. It is essential to engage the group to find their motivation for learning. I ensure that my courses are participative, enjoyable but most of all that they are meaningful to the learner and relevant to their work or home environment. I am experienced in working with group processes and can ensure that each session is a unique and individual experience, even if the course content is tightly prescribed.
Communication
Apart from internal communication the IT department has to liaise with external bodies. These include governing bodies such as Skills Funding Agency, OCR examination board, local schools, employment agencies and other training providers. This form of communication is normally formal and via telephone, email or face to face.
In communication there are many barriers. These range from omission/distortion, misunderstandings, jargon, sent but not received, wrong medium and the message received too late.
Communication is more than merely keeping the employees updated as to what may be going on in the department or in the company as large. To do that, all we need is an email message and a computer. Real communication is far more than a few words strung together and delivered to the employees. The concept that communication is the effective exchange or understanding applies to both formal and informal communication. It applies to communication up, down and across the organisation (Curzon, p127).
For a public institution like Bradford College, it requires a range of communication systems to function. The workplace is comprised of multiple of people, the ability of those people to share their knowledge, coordinate, and collaborate is key to the successful conduct of business. Not only is it essential for management and staff to communicate well, but communication among staff and between staff and students and other partners is also closely aligned with organisational success. Although the College has internal communication vehicles such as newsletters and bulletins for disseminating company-related information, these forms of communication are not a satisfactory subsititute for direct communication in the form of conversation, because it lacks immediate response or feedback. Two-way communication facilitates a real exchange of information and provides the necessary environment for innovation and teamwork.
Not all communication is the same, however, and an understanding of the different types of communication and how they are most aptly used is beneficial. In addition, it is important to understand the barriers to communication that may exist.
The people who I liaise include my colleagues, my line manager, other college departments (e.g. CIS, Exams, Personnel, Learner Services, etc).
My communication models are either vertical or horizontal. Vertical communication is mainly from top down, from Line Managers, Programme Managers and Principal and is more formal. Horizontal/lateral on the other hand is between my fellow colleagues at the same level, and is mostly informal/grapevine.
In my department verbal and persuasive communication are the types that most time is engaged in. Verbal communication is the most immediate and direct form. Through verbal communication, it is possible to communicate precise facts, personal feelings, and virtually any other information desired. This is common on a day to day basis, between me, my colleagues and my manager. This is done mainly face-to-face or via telephone. The advantage with verbal communication is that it is fast. The amount of time it takes to communicate to many people is where it lacks.
There is a lot of persuasive communication when my manager is telling his team to do a good job and complete work on time. This type of communication brings everyone on board with a view that all are working towards the same goals with the same driving purpose.
Email is now used for submitting assignments, giving feedback, registering students with OCR, booking holidays and cross-organisation communication. Although sending an email rather than personally meeting with someone is more efficient, it tends to be less personal and can hinder social interaction and relationship building.
Other channels of communication include meetings, formal reports and letters.
Current Issues
Funding Availability : There is virtually no field of business that hasn't been rocked by the recession and Colleges and Universities all over the country are no exception. Across the College campus, this has triggered in many courses suspended, including basic numeracy and literacy course, as well as A-level, GCSE and vocational classes for adults.
Motivation: This plays a key role in education. When we as teachers implement motivational techniques we see an increased participation, effort, and higher grades (Bishay 1996). Part of our jobs’ as teachers is to provide an environment that is motivationally charged. Issues that currently effect staff motivation are salary and job security. Cash pressures have already brought waves of redundancies to FE colleges around the country, while others are on the brink of bankruptcy, with a desperate need for capital investment to upgrade over-crowded, crumbling buildings, antique computers and other equipment. The scramble for this inadequate pot of cash is likely to result in reduced standards of teaching across the board, fewer real choices for students, and a devaluation of the qualifications many of them work hard to achieve.
14-19 Year Olds : Bradford College continues to support a broad and equitable 14-19 framework. For the students, this means genuine choice and the chance to progress. In order to fit in my specialist area, the department needs to examine what changes need to be made to current portfolio so that the provision of 14-19 year olds are not excluded.
AIMS & ISSUES IMPACT ON PLANNING & DESIGN OF THE COURSE:
“It is a combination of deep subject knowledge and a range of appropriate teaching and learning techniques which make for the most powerful interactions between teachers and pupil”. (DfES 2003)
It is essential to engage the group to find their motivation for learning. I ensure that my courses are participative, enjoyable but most of all that they are meaningful to the learner and relevant to their work or home environment. I am experienced in working with group processes and can ensure that each session is a unique and individual experience, even if the course content is tightly prescribed. To ensure successful learning and teaching, we as teachers need to provide for the diverse and complex elements of learning. Maidment (2008) stresses that “the planning that underpins lessons must be robust, relevant and manageable”
She also highlights that apart from the key curriculum principles, there are a range of national considerations. These include 14-19 curriculum, learning styles, functional skills, Every Child Matters (ECM) and inclusion.
The above aims and issues have a direct impact on the planning and design of the course. A good lesson plan make studies an enjoyable experience in the classroom. I have realised that my role is that of a guide and facilitator.
My course delivery is specifically designed to work with the intuitive, big-picture approach of the right-brain. I aim to make my courses an enjoyable and engaging experience, even when the content might feel challenging or difficult.
Aims
The main aim of this course is to provide ICT qualifications that are highly relevant to today’s world. It can be said that ICT is one of the most dynamic subject within the National Curriculum. It is one of the main subjects that is the backbone of all else that is taught in schools and colleges today. With the government’s stated aims of providing a better educated and skilled workforce who are able to make good use of the new technologies and an increasing need for more and better qualified IT professionals, ICT is a subject that will be in demand for a long time. Not only is it an academic subject in its own right but it is a ‘service’ subject which can help to improve the teaching and learning in all other curriculum areas.
ITQ that I specialist in is an ideal qualification to improve job performance, find a new job or learn how to use today’s technology more efficiently. It consists of a unique ‘pick and mix’ cluster of units covering subjects such as Word Processing, Spreadsheets, Databases, PowerPoint and Art & Imaging. ITQ is an evidence-based qualification designed to develop skills, knowledge and understanding to enable progression to and from other IT qualifications.
Negotiating with learners or initial assessment would start with the application form and develop through the interview process. It is vital at the onset of any course to ensure that learners and their chosen course are compatible with one another. Some disabilities can be potential barriers to learners using ICT. The most common are partially sighted learners, learners with poor hearing and learners with manual dexterity problems like arthritis or RSI. The effects of many disabilities can be minimised with the use of Microsoft Windows Accessibility options and or specialist equipment like large keyboards and tracker ball mice. Learners with poor hearing can be helped by seating them appropriately so they are close when I deliver information and are also positioned so that I can easily move into their eye-line.
With poor literacy and numeracy skills there would be support offered by the College Learner Support department. I have found with some students that taking time to explain and demonstrate slowly and thoroughly on a one to one basis whilst working my way around the classroom encouraging and stretching the faster learners that learning takes place for all. Initial assessment will highlight any particular needs that a learner may have.
Diagnostic assessment allows me to make any necessary arrangements for additional support if it is required. Such as a scribe for written work, extra time during assignments and a more thorough explanation when it comes to embedding numeracy. Not all students are computer literate so this can take time to learn. Diagnostic assessment is a way of measuring the level of functional skills and learning styles so that they can be implemented into the lesson at the correct level to make learning achievable.
Boundaries are also set during the Induction period. This takes the form of introducing the policies of the College and current legislation, such as the Equal Opportunities Policy and Health & Safety Act.
By creating an ILP it allows for a mutual agreement to be made between the student and the tutor. This method of assessment helps the student to negotiate with the tutor in a fair and achievable way, by setting goals and targets which can be regularly reviewed during tutorial sessions. During which any problems can be addressed so that the student feels supported and learning is progressive.
'The purpose of an ILP is to help create a well planned 'tailor made' programme of activities for each student that meets their individual needs and aspirations.' Petty (2004)
