Unit Writing Presentation by: Date:

Housekeeping toilets fire alarm fire exits mobile phones

Formalities attendance register & addresses on line registration Introductions

Aim to identify the principles and practices associated with unit procuduction in order to develop a curriculum to meet your learners needs

Finding suitable units

Finding suitable units WB page 2 whole range already available on website unit review process remember don’t reinvent the wheel –adapt/ amend if neccessary nothing suitable write a new one WB page 3 & 4

Charges For unit approval Price per unit £25 Units submitted in priorities subject areas will be approved free of charge. details: >Units>Developing a Framework.

What are units? Units give detail of: –What the learner is expected to know, understand or do after a period of learning AND –The criteria used to judge if the outcome is achieved Units contain 5 key features

Key features of units title level credit value learning outcomes assessment criteria

New unit template reference - UW 2

Mapping units to standards Units must be mapped to National Standards: National Occupational Standards (N.O.S) NHS Knowledge and Skills Framework (eKSF) National Standards for Literacy and Numeracy Signposting ESDGC (Education for Sustainable Development and Global Citizenship)

Component parts of a unit 1. title Should be relevant, unambiguous and clear Reflect the content of the unit Give a clear sense of achievement in the unit to those external to the learning process not contain  numbers  references to level (e.g basic, foundation etc)  assessment methods  extraneous information

2: level determined by referencing the learning outcomes and assessment criteria against the QCF level descriptors UW3 descriptors provide broad definitions useful to cross reference against existing unit at adjacent levels Component parts of a unit

3: the credit value given to a unit or module shows both ‘how much’ learning is expected and ‘how hard’ it is. Each unit has only one level for its credit (between Entry one and Level eight) credit + level = credit value (eg: 10 credits at level two = 100 hours of learning time at level two) Component parts of a unit

4: learning outcomes ‘What the learners need to know, understand or be able to do, as a result of this learning experience’. teminology related to level - may include »recognise »understand »know »design »perform »create »use ( if for practical application)

4. learning outcomes short and succinct statements - using neutral language describe the results of a learning process rather than the learning process itself coherent group of statements that relate to each other and the title of the unit Component parts of a unit

5: assessment criteria describe precisely what a learner is expected to be able to do in order to prove the achievement of the learning outcome are measurable and indicate the standard expected when the learner is assessed reflect the range, degree of autonomy and complexity associated with the level ( so use appropriate language)

Unit design allows the learner to develop skills: skills focus assessment as a learning tool flexibility of evidence

Activity 1 UW4 consider the : –title –level –credit value –learning outcome –assessment criteria discuss what is good or could be improved

Process unit drafts submitted sent to readers recommendations returned and discussion if required final version validated added to Agored Cymru database and others where appropriate added to framework

Next Steps compile final list of units send any new unit final draft to Agored Cymru contact for advice complete the addition of units to the framework via the unit basket content, activated by your QA manager

Conclusion better understanding of the unit writing process within Agored Cymru quality assurance system.

Any questions? 1st contact for unit writing Alison Creed

Evaluation sheet Please complete this before you leave Registration form