1. 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 Qualification Standards and Curricula David Tournay 29 th and 30 th August 2011

2. 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

3. 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

4. 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

5. 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

6. 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

7. Example: Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 1Unit of Learning Outcome 1 Unit of Learning Outcome 4 Unit of Learning Outcome 2 Unit of Learning Outcome 3 Unit of Learning Outcome 5

8. Example: Chef Prepare Fish Prepare Vegetables Communicate with managers Communicate with Colleagues Food Safety Prepare MeatUnit of Learning Outcome 1 Unit of Learning Outcome 4 Unit of Learning Outcome 2 Unit of Learning Outcome 3 Unit of Learning Outcome 5

9. 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?

10. 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

11. 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:

12. Example: Learning outcomes (5-10) 1.Select cooking methods suitable for use with red meat 2.Prepare red meat as required by recipe specification 3.Prepare complementary ingredients according to a recipe specification 4.Select appropriate cooking equipment for the task 5.Implement cooking methods which produce the dish to the standard required within the dish specification 6.Diagnose problems with the cooking process if identified 7.Implement corrective action to rectify problems 8.Present dish according to dish requirements

13. 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

14. Example of a compound Learning Outcome: Produce a template for analysing data and filing in an easily retrievable format

15. 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.

16. 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.

17. Example: Learning OutcomeAssociated 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

18. Points to note: Use of active verbs Realistic activities suitable to students Dont make the statements too specific! Ensure statements are relevant to the Learning Outcome

19. 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

20. 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

21. 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

22. 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

23. Step 1: Ensure you are familiar with the qualification content! Step 2: Develop a picture of the average student

24. 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

25. 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

26. Qualification unit titles: Unit Number Unit title 1Select materials for furniture construction 2Measure furniture components to ensure they meet specifications 3Use power machinery to cut wooden furniture components 4Use hand tools to cut wooden furniture components 5Assemble wooden components to produce wooden furniture 6Use metal fixings to joint wooden components

27. 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.

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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!!

36. 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 you David Tournay