PRINCIPLES OF CURRICULUM PLANNING The changes to funding policy and arrangements that took place in 2008/09 are expected to be fully embedded in 2009/10. We are therefore unlikely to see few changes to the methodology and rational in curriculum planning principles.

AIMS of this paper are to ensure that curriculum planning meets the following Key objectives ; Ensure programmes of learning contribute to the achievement of key national, regional and local priorities and targets Provide guidance to staff to ensure consistency in the design of learning programmes Ensure learner entitlement to Skills for Life/Key/functional Skills, tutorial support and enrichment as appropriate Delivering a comprehensive Every Child Matters (ECM) programme Ensure compliance with funding guidance and rules Maximise the flexibility of learning provision to increase access and widen participation Allow the design of programmes to suit learners’ individual needs Ensure programmes give learners maximum support Contribute to achievement of targets for retention, achievement and success.

Preparing a curriculum planning timetable 2009/10 By end of October complete the College SAR process with all achievement data for 2007/8 By second week in January all programme/curriculum teams to provide an update of there present programmes and any likely changes for 2009/10 academic year. Ensure that in year estimates for Adult and Employer responsive targets are being met 3rd week in January commencement of curriculum planning process 2009/10. This process will commence with a review of each programme areas statistical data for 2007/08, including minimum levels of performance and individual curriculum area benchmarks, alongside intake data for courses in 2008/09. Meetings will need to take place with managers and if appropriate programme teams to fully establish the curriculum offer for full and part time Learner Responsive funded activity.

By end of February completion of the review process and validation of data onto the College MIS system. This will include any capital or property considerations By Mid March draft curriculum plan sent to Senior Management Team for validation/amendments and approval. End of March final curriculum plan provided to programme teams for planning and timetabling activity. This will include a review of the presenting staffing skills matched against the draft curriculum plan. Particular emphasis will need to be considered in relation to movement of funds towards employer responsive funding and delivery models By end of April / first week in May draft course and room timetables complete and returned to the head of curriculum and planning for approval. By end of June all staff to be provided with draft teaching timetable for 2009/10 by their curriculum leader.

Key LSC Skills priorities examples The priority areas identified are  Manufacturing / Engineering,  Retail  Construction,  Health and Care  Professional and business Services  Public Services.

In addition the LSC identify the following Business Clusters as priority and these include  Transport Technologies  High Value Consumer Goods  Food and Drink, Tourism and Leisure  Information and Communication Technologies  Environmental Technologies  Screen and New Media  Medical Technologies

Key Funding Priorities  16-18year old full time education and training with employment (apprenticeships)  First full level 2 award for adults in employment or wishing to enter employment.  Skills for Life including basic and key/functional skills and ESOL leading to National targets at entry level 3 and National levels 1and 2, with increased emphases on numeracy

16-19 LEARNERS  Every Child Matters places responsibilities on all providers of services to young people. As part of this responsibility providers need to fully embrace the concepts  Providers should be aware that in recent surveys young people valued being safe as the most important aspect of their lives

16-19 LEARNERS Every child matters  The key themes:  Being healthy; enjoying good physical and mental health and living a healthy lifestyle  Staying safe; being protected from harm and neglect  Enjoying and achieving; getting the most out of life and developing the skills for adulthood  Making a positive contribution; being involved with the community and society and not engaging in anti-social or offending behaviour  Economic well-being; not being prevented by economic disadvantage from achieving their full potential in life

Using learning programmes and learning styles to increase participation and success  A learning programme is defined as all of a learner’s activities which involve the use of provider resources, and can comprise one or several learning aims.  The development of learning technologies should be considered when developing a providers curriculum delivery profile.  When developing a curriculum plan for employer responsive funding consideration should be taken of employer/ee learning and lifestyles, to ensure that access and participation are open to all.  A learning aim is defined as a single episode of learning, reflecting guided learning hours.

VALIDATION  All learning programmes must be validated internally, and receive awarding body approval, before commencement. All programmes currently used and those planned for 2009/10 to be checked by 30 April 2009  A separate programme validation timetable will be produced

16-19 LEARNERS  Programmes of study for years should be consistent with individual learner needs  Whilst many providers offer one year programmes few offer clear 3 /4 year programmes of study which support learners to realise their full potential including participating into Higher Education.

ADULT LEARNERS  An adult learner is aged 19 or over on 31 August in the relevant funding year and will be engaged in studying LSC approved qualification as detailed in Section 96/97 of the Learning Aims database.  A full time learner is defined as a learner enrolled on a programme of at least 450 guided learning hours(1SLN) in any 12 month period.

16-18 Key or Functional Skills and Enrichment Learning programmes for year old learners will be distinct provision which meets the particular pastoral, management and learning needs of this age group. All full time learning programmes will include a range of entitlement activities: To include:  Key/Functional skills – application of Number, Communications and IT or Skills for Life Literacy and Numeracy, however many providers will wish to fully embed functional skills in preference to key skills in readiness for full implementation in 2010/11.  Career education and guidance, job search, HE guidance and progression, enterprise workshops,  Tutorial support including planning, monitoring and review of individual learning plans and includes a programme of speakers, events, promotions e.g. Health Education,

ANNUAL GUIDED LEARNING HOURS – FULL TIME LEARNING PROGRAMMES FOR YEAR OLDS  All learners will have an entitlement to 680 learning hours made up of direct tutor contact and none tutor contact time.  It is expected that learning levels within the curriculum will be allocated different guided learning hours in order to meet the individual programme and learners’ needs. It is therefore expected that learners on level 1 programmes will have more tutor contact than learners preparing to enter university or employment at level 3.  It should be planned that the curriculum for full-time learners will be over 36 weeks.  Learners programmes will normally extend over 3/4 days. This is to ensure that effective and efficient utilisation of the college’s resources takes place.  All programmes will include as part of the overhaul package, one substantial academic/vocational course plus tutorial, key/functional skills and enrichment.

Curriculum Models

19+ Adult Learners 19+ Adult Learners  All learners who study programme which are predominantly delivered to cohorts of year olds should be encouraged to follow the exact curriculum mix including offering tutorial and Foundation skills will be entitled to the same curriculum offer as made to 16 – 18 year olds.  As part of the college’s commitment to extending participation and achieving LSC targets, these learners will be required to follow a programme of key or basic skills.

Apprenticeships

Employer responsive curriculum models