Developing Qualification Standards and Curricula David Tournay 29 th and 30 th August 2011

1. Jačanje institucionalnog okvira za razvoj standarda zanimanja, kvalifikacija i kurikuluma IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku Partner u projektu Developing Qualification Standards and CurriculaDavid Tournay29th and 30th August 2011 Projekt provode: Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681

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 Presents the specific standards that a student is required to achieve – related to the occupation Development of Qualification Standards Describes the activities and content needed to enable the student to achieve the qualification requirements Development of Curriculum to reflect Qualification Standards

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

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

12. Example:

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:

18. 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

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: Observation of student completing a task Researching and reporting on working practices Observation of a group of students working together to complete a task Oral questioning Presentation to employers or peers Evaluation of the students own work

21. Razrada Kvalifikacija  Development of Occupational Standards  Development of Qualification Standards Describes the activities and content needed to enable the student to achieve the qualification requirements Development of Curriculum to reflect Qualification Standards

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:

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 Helps us to understand the skills and knowledge required by the occupation Development of Occupational Standards Presents the specific standards that a student is required to achieve – related to the occupation Development of Qualification Standards Describes the activities and content needed to enable the student to achieve the qualification requirements Development of Curriculum to reflect Qualification Standards

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. Thank youDavid Tournay Jačanje institucionalnog okvira za razvoj standarda zanimanja, kvalifikacija i kurikuluma IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku Partner u projektu Projekt provode: Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681