IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku
Ured projekta: Lastovska 23, 1000 Zagreb, Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681
Partner u projektu
Projekt provode:
Developing Developing Qualification Standards Qualification Standards and Curriculaand Curricula
David TournayDavid Tournay2929thth and 30 and 30thth August 2011 August 2011
Summary of Occupational Standards: Informs you of activity within industry Requires you to think from the employers
perspective Essential tool to assist with the development
of qualifications NOT an extra hurdle for the sake of it! Without Occupational Standards – it is very
hard to develop an accurate qualification
Razrada Kvalifikacija
Development of Occupational Standards
Development of Qualification Standards
Development of Curriculum to reflect Qualification Standards
Presents the specific standards that a student is required to achieve –
related to the occupation
Describes the activities and content needed to enable the student to
achieve the qualification requirements
The next steps:2. Developing Qualification Standards –
Specifying the ‘standard’ that students need to reach to be of value in the workplace
3. Developing the Curricula – Specifying what teachers need to deliver to enable the Qualification Standard to be achieved
Qualification Standards – what do we want to achieve?
Qualifications that are directly related to industry practice – based on Occupational Standards
Clear statement as to what students need to be able to achieve
Unit based structure to enable transferability
Step 1: Developing a qualification outline Want to build a rough picture as to what the
potential qualification might look like Help to highlight areas where emphasis needs
to be placed Helps to highlight the number of ‘units’ that
might be needed
Example:
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 1 Unit of Learning Outcome 1
Unit of Learning Outcome 4
Unit of Learning Outcome 2
Unit of Learning Outcome 3
Unit of Learning Outcome 5
Unit of Learning Outcome 5
Unit of Learning Outcome 5
Example: Chef
Prepare Fish
Prepare Vegetables
Communicate with managers
Communicate with Colleagues
Food Safety
Prepare Meat Unit of Learning Outcome 1
Unit of Learning Outcome 4
Unit of Learning Outcome 2
Unit of Learning Outcome 3
Unit of Learning Outcome 5
Unit of Learning Outcome 5
Unit of Learning Outcome 5
Considerations: What skills are the most important/significant? Are the skills up to date and relevant? Do you want skills, knowledge or combination type units Understanding the scale of the task when teaching and
assessing a subject area Are the units relevant to all workplaces? Can the individual unit be of use in other areas – other
qualifications or on their own?
Step 2: Developing Learning Outcomes Each unit that is identified needs to list a
series of ‘Learning Outcomes’ Statements which set out specifically what the
student should be able to do/know after assessment
Require to be written in a specific way
Learning outcomes
(5-10)
1.2.3.4.5.6.7.
The learning outcomes should refer to both knowledge and skills. However, it is possible to develop such learning outcomes referring only to knowledge or only to skills.
The Template:
Example:
Learning outcomes
(5-10)
1. Select cooking methods suitable for use with red meat2. Prepare red meat as required by recipe specification3. Prepare complementary ingredients according to a
recipe specification4. Select appropriate cooking equipment for the task 5. Implement cooking methods which produce the dish to
the standard required within the dish specification6. Diagnose problems with the cooking process if
identified7. Implement corrective action to rectify problems8. Present dish according to dish requirements
Important to remember: Follow rules associated with CROQF Use ‘Active Verbs’ to begin each learning outcome Make sure they are specific and measurable Write them in a logical order – sequence of events Ensure that the Learning Outcomes relate to the unit
title Avoid ‘compound’ learning outcomes
Example of a compound ‘Learning Outcome’:
Produce a template for analysing data and filing in an easily retrievable format
Step 3: Developing the Assessment Criteria
Assessment Criteria set out what the student physically needs to do to show that they have achieved the Learning Outcome.
They give us an indication of when ‘learning has taken place’.
Specify the standard a student is expected to meet to demonstrate that the associated learning outcome has been achieved
Relate to an individual learning outcome, using language that is consistent with it
Are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for students or teachers
Encompass whole learning outcome, not just part of it.
Example:Learning Outcome Associated Assessment Criteria
Describe the processes used to manufacture cheese
Report on the application of processes used to manufacture cheese in a particular factory
Prepare red meat as required by recipe specification
Produce a red meat dish according to a suitable recipe specification
Check that machinery has the correct safety guards in place prior to use
Implement the correct safety checks on a range of engineering equipment
Calculate the Gross Profit for the business period
Produce a Gross Profit statement for a given business period
Points to note: Use of ‘active verbs’ Realistic activities suitable to students Don’t make the statements too specific! Ensure statements are relevant to the
Learning Outcome
Assessment method options: How you phrase the assessment criteria will
depend on the assessment method being used We use different assessment methods to
respond to the nature of the activity e.g. We use reports and written tests to assess
knowledge and practical tests for practical skills
Assessment method options:
Researching and reporting on working
practices
Observation of a group of students
working together to complete a task
Presentation to employers or
peers
Evaluation of the students own work
Observation of student
completing a task
Oral questioning
Razrada Kvalifikacija
Development of Occupational Standards
Development of Qualification Standards
Development of Curriculum to reflect Qualification Standards
Describes the activities and content needed to enable the student to
achieve the qualification requirements
Curriculum document is designed to: Take the qualification and develop it into a
programme of learning Provide teachers with a tool to support their
work Acts as a critical quality assurance tool Sets out the content for delivery
Step 1: Ensure you are familiar with the qualification content!
Step 2: Develop a picture of the ‘average student’
CROQF reference levels: Range of levels used within the CROQF to
ensure comparability between qualifications Important that the content of the curriculum
is suitable for the level described VET qualifications are pitched at Level 4 The level 4 reference level is provided in the
handbook
Step 1: Ensure you are familiar with the qualification content!
Step 2: Develop a picture of the ‘average student’
Step 3: Develop a running order for the content to be delivered
Qualification unit titles:Unit Number
Unit title
1 Select materials for furniture construction
2 Measure furniture components to ensure they meet specifications
3 Use power machinery to cut wooden furniture components
4 Use hand tools to cut wooden furniture components
5 Assemble wooden components to produce wooden furniture
6 Use metal fixings to joint wooden components
• Module 1: Basic hand skills – recognising different types of hand tool, setting up and sharpening hand tools, safe use of hand tools
• Module 2: Understanding materials – recognising different types of wood, understanding the properties of wood
• Module 3: Creating different wooden joints – marking out and measuring, cutting joint shapes, assembling wooden components using joints
• Module 4: Fixing methods – understanding properties of glues and metal fixings, applying fixing methods, advantages and disadvantages of different fixing methods.
The concept of ‘Modules’ Modules represent a package of learning activity They may contribute to a specific Qualification Unit
or a group of units Might be related to a specific subject area Important that the modules are developed in a
logical structure Some modules may be delivered over more than one
year
Step 1: Ensure you are familiar with the qualification content!
Step 2: Develop a picture of the ‘average student’
Step 3: Develop a running order for the content to be delivered
Step 4: Develop content of individual modules, linked to relevant a running order for the content to be delivered
What the template requires: That teachers are given guidance as to the
breadth and depth of content Reference is made to the relevant learning
outcomes Suggested ‘modes of learning’ Suggested assessment methods Recommended books and learning materials
Summary of process: Logical step by step approach Vital that all steps are fully completed – no
shortcuts! Important that link is always made to needs of
employers as identified by the Occupational Standards
Need to consider ‘what hat you wear’ at each stage
Hats to wear:
Occupational Standards: Understanding the needs of employers and the workplace
Qualification Standards: Understanding the needs of employers and the workplace
Curriculum: Understanding the needs of teachers to enable them to be provided with the right information
Razrada Kvalifikacija
Development of Occupational Standards
Development of Qualification Standards
Development of Curriculum to reflect Qualification Standards
Helps us to understand the skills and knowledge required by the
occupation
Presents the specific standards that a student is required to achieve –
related to the occupation
Describes the activities and content needed to enable the student to
achieve the qualification requirements
Next steps: Form into working groups to start to develop
occupational standards – and subsequently the full qualification
Working groups will alter in membership depending on the task
Really need to use your combined expertise Sector Advisor will lead the development
activity
Assistance for you: Sector Advisors have done this before – they
have experience You can examine sets of all of the documents
described – paper based or on database Handbook designed to take you through step
by step of all of the stages I am here to help!!
IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku
Ured projekta: Lastovska 23, 1000 Zagreb, Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681
Partner u projektu
Projekt provode: Thank youThank you
David TournayDavid Tournay