| Itslife Home | Info Zone Home | P 1 | P 2 | P 3 | P 4 | P 5 | P 6 | P 7 | P 8 | P 9 | P 10 | P 11 |
This section summarises the full version of the Curriculum Overview (word 223k). The contents provide a snapshot of the curriculum philosophy, influences, design and operation of the LL ITT awards, with associated important documents and supporting information.
We believe that we are working together to achieve common goals for teacher training, and therefore feel it is appropriate to share our vision and mission.
OUR VISION - To help teachers in the Lifelong Learning Sector to become effective, self-aware and self-confident professional people who can operate as skilled teachers, promoting learning, achievement and diversity in their community, and living responsibly in the world as active citizens and agents of change.
OUR MISSION - To establish a centre of expertise in Initial Teacher Training with our partners, which supports the achievement of both Qualified Teacher Status (Learning and Skills) and Continuing Professional Development for our trainees.
TRAINEE ENTITLEMENT – To develop an entitlement for trainees to a programme and associated support which will enable them to recognise and evaluate their own progress in all elements of this programme, to qualify as a teacher in the Lifelong Learning Sector, and to develop as Reflective Practitioners who continually improve throughout their career.
Bath Spa University has an agreed 'Trainee Entitlement' which is included in a Memorandum of Co-Operation with all partner colleges.
Trainee Entitlement Summary (word 225k)
Our approach to designing the curriculum of these courses draws on Biggs’ (2003)[1] idea of ‘constructive alignment’. The approach starts with the question
‘what do we want our trainees to achieve (i.e. be able to do, understand and apply) as a result of their learning?’
We then develop a set of learning outcomes or objectives for each module which accurately and effectively describe these desired achievements. In order for the teaching to provide opportunities for that achievement to take place, the content, process, teaching and learning activity and assessment of learning all need to work together or be ‘aligned’ in appropriate ways which will result in achievement of the planned learning outcomes for each trainee.
Therefore we emphasise a positive reflective and flexible learning process where all the components of that process (content, teaching, learning activity and assessment) are aligned to enable trainees to achieve the module learning outcomes across the awards, and through that their Initial Teacher Training qualification.
There are several key internal and external influences on the curriculum, which we are required to take account of in course content and assessment activity.
These are:
1. The ‘Professional standards for teachers, tutors and trainers in the lifelong learning sector'[2], and their associated ‘Units of Assessment’.
2. The Minimum Core in Language and Literacy, Information and Communications Technology (ICT) and Numeracy
3. The Education Studies Subject Benchmarks from the Quality Assurance Agency (QAA) for Higher Education
Reconciling the demands of the internal and external bodies and requirements is a complex challenge, as is aligning the content, learning activities and assessment activities. The development of the Course Handbook is the key activity each year in terms of curriculum design, and this ensures consistency of assessed activity across all centres, as has been shown by a wide range of indicators.
We have developed a common Year 1 and Year 2 Calendar for all centres, and ‘Outline Programmes’ for each module to establish what the university would expect each centre to teach on each module, in order to progress to a more consistent model of course delivery from each centre.
This has been supported by a Teaching Resources Bank, available on line and developed jointly across the team. Moving a to a core required scheme of work for all centres at this stage would, we believe, reduce the capacity of each centre to respond individually and innovatively to the curriculum with their own strengths. Centres can still customise their teaching to some degree to meet local needs and utilise local expertise, without reducing curriculum consistency across all partner colleges.
In order to manage and effectively develop and deliver the content, teaching, learning activities and assessment, the curriculum is constantly under review, and this is built in to all Management and Quality Assurance processes and procedures.
The Course Handbook and the Guide to Practical Teaching and Professional Development are the key documents for trainees and the teaching team alike.
They can be downloaded below:
Course Handbook Year 1 - ms word - pdf - 2009/10 - added 28/07/09
Guide to Practical Teaching and Professional Development Year 1 - ms word and pdf - 2009/10 - added 28/07/09
Course Handbook Year 2 - ms word - pdf - 2009/10 - added 28/07/09
Guide to Practical Teaching and Professional Development Year 2 - ms word and pdf - 2009/10 - added 28/07/09
They provide:
Clear guidance on the programme organisational requirements such as assessment; submitting work; referencing, and assessment activities for all modules (Handbook).
Detailed Practical Teaching and Professional Development information and advice (Guide to Practical Teaching and Professional Development) on:
- assembling evidence for their Practical Teaching File throughout each year.
- practical teaching observations and completing a Professional Development Journal
- arrangements for monitoring, reviewing and tracking progress with Practical Teaching and Professional Development, through Milestone Reviews and Tutorials.
- reviewing and recording progress with an Individual Development Plan.
These guides, and the other associated documents and proforma, are intended to support trainees and teaching staff through the increasingly complex operation of the curriculum.