Week 23: Embedding Minimum Core & Careers Event


Learning Objectives:
1. Recommend differentiated activities to develop learners minimum core.
2. Describe the different Qualifications/Training programmes available in your specialist area. (Career Event)
3. Analyse and Evaluate the impact of accurate IAG on: • The Learner  • Training Organisation  • Other Stakeholders

Challenge target: Recommend adaptive IAG to meet individual needs.

Maths & English Matters
To strengthen our toolkit on how we embed minimum core, we were asked to add one more activity to each category; this was followed up through discussing our answers, where we gave further examples of their applications. We then focused on our maths, where we deconstructed our methods; for example, a lesson delivered by Shaun, who is an Automotive Lecturer, was the conversion of PSI to Bar in relation to tyre pressure. We needed to analyse the process and understand each step, so that we could better inform our learners of the specific mathematical terms, such as division, subtraction, ratios etc.

A short Q&A session followed, where we were assessed on our understanding and knowledge of the various pathways as part of the Lord Sainsbury Post 16 Skills Report. Collectively, we provided the answers, where we then began to discuss our specialism and put them into context. The various examples given, started to highlight the various gaps within education, primarily within apprenticeships. It was identified that there are ongoing issues within certain fields, that need to be addressed; these include standardisation between different institutes, where there seemed to be competency discrepancies resulting in retraining, to bring the learners up to speed.

Taster/Intro Session: Evidence for UET12 – Teaching in a Specialist Area
My attendance to the session was cut short, due to a prior appointment, where I had to deliver a ‘Taster/Intro Session’ to studetns who have enrolled at the college, but have yet to start. The purpose of this exercise is to provide the learners with an actual lesson that could take place, once they attend; it gives them another chance to see if they like the environment and staff before they commit. 

To summarise, my taster session was a bloody disaster; only three learners attended, coupled with IT issues such as incorrect login passwords provided and the various programmes crashing; all in all, this did not evidence an ‘Outstanding’ college. I will though, take ownership of this and state that it would have been prudent of me to test the login credentials in advanced; however, after the guest logins working perfectly at the last session and no other IT issues occurring all day, there was no inkling of these impending IT issues. This does raise the point, of being too reliant on computers, yet when they are your primary tools…

Yet, I will admit, it was not a total disaster, I did flip the session around and engage in an in depth discussion with the learners. We talked about visual language, where we dissected popular culture, such as sci-fi and action movies and comics; which led to colour theory, constructivism,  symbology and logo evolution. During the session I instructed the learners about the course structure and its pathway within Art & Design; I gave examples of the themes that would be covered and talked them through the two years of the diploma, pointing out key projects within the course specification. Progression routes were discussed, where I gave examples of current Level 3 Year 2 learners successful applications into university. Overall, they left more enlightened about visual language and the possibilities within their chosen Specialist Area, so by that measurement, the taster/intro session was a success.

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