Voc Advantage 122443

Vocational Advantage- the integrated vocational solution: 

Vocational Advantage - the integrated vocational solution Preparing for the Vocational Diploma

14 – 19 Diplomas: The Timetable: 

14 – 19 Diplomas: The Timetable 3 Phase roll out - 2008, 2009, 2010 Phase 1 ICT, HSC, Engineering, Creative and Media and CBE Phase 2 Hospitality and Catering, LBE, Manufacturing, Hair and Beauty, Bus Ad and Finance Phase 3 Public Services, Sport and Leisure, Retail, TT 14 lines - number of Diplomas to be confirmed Employer led DDPs leading the developments.

14 – 19 Diplomas: The Possible Shape: 

14 – 19 Diplomas: The Possible Shape Four components Generic learning: functional skills, PELTS, ILP, project Specialist learning in a relevant sector Suitable work experience Any relevant additional studies.

14 – 19 Diplomas: Specialist learning and work experience: 

14 – 19 Diplomas: Specialist learning and work experience Specialist learning Sector to identify other ‘useful’ unit combinations Shared and customised units Accommodate national curriculum entitlement Work Experience Minimum periods, 1 week for Level 1, 2 weeks for Levels 2 and 3 Quality of the experience.

Vocational Advantage - the vision: 

Vocational Advantage - the vision To provide a one stop integrated vocational solution for teachers and learners.

Aims of Vocational Advantage: 

Aims of Vocational Advantage To work with schools to support vocational provision prior to diploma start To provide high quality teaching & learning materials To provide curriculum models & map core subjects to vocational assignments To provide support for work placements

Timetable for the pilot schools: 

Timetable for the pilot schools

Benefits to the 100 pilot schools: September 2006: 

Benefits to the 100 pilot schools: September 2006 A well resourced programme Leadership support handbook curriculum plans, case studies, assessment information Practitioner support handbook schemes of work, assignments, teaching notes Practitioner training

Benefits to the 100 pilot schools: September 2006: 

Benefits to the 100 pilot schools: September 2006 Web based support. Support – e-mail, phone The opportunity to shape an exciting offer for young people To be involved at an early stage in diploma development

How might it fit into schools’ planning?: 

How might it fit into schools’ planning?

Slide11: 

How it might work… E.g. Strand 2

How it might work…: 

How it might work… E.g. Strand 3

Slide13: 

How it might work… E.g. Variation on strand 3

Added value: 

Added value Practical and teaching benefits Economies of delivery & assessment Supports personalised learning Assessment for learning is integral Active teaching & learning styles.

Who is it suitable for?: 

Who is it suitable for? Students capable of Level 2 Whole cohorts – with personalised links? Selected students suited to an active/ experiential learning style. Accelerated learning groups

Edexcel Perspective: 

Edexcel Perspective

Subjects included for Sept 06: 

Subjects included for Sept 06 Core : GCSE English, Maths, Science, possibly ALAN Core/ Voc : ICT – DiDA suite ( AiDA or CiDA) Vocational : BTECs – H+SC, Construction, Media. WRL

Future Subjects: 

Future Subjects Still to be finalised, but early indications are: For 07 Performing Arts, Art, Engineering For 07 : A selection from 2nd phase diploma lines Future years – moving towards covering all 14 lines including generic learning

BTEC Qualifications: 

BTEC Qualifications Well established as GNVQ Successors Recognised by employers, FE/ HE, parents BTEC First Diploma – 4 GCSEs A* - C BTEC First Certificate – 2 GCSEs A* - C Provide progression to L3 BTEC Nationals, or GCE, then HND and Foundation Degrees Accessible from L1 BTEC Introductory qualifications Extensive existing support

How will it work? – a teacher’s perspective: 

How will it work? – a teacher’s perspective With separate core and vocational teaching: Align Schemes of work (core + voc) – to run parallel, or to be sequential for best practice. Align lessons to allow reinforcement of learning. With integrated teaching groups : H+SC with English set created Will still need to align SoW + lessons

How will it work ? – a learner’s perspective: 

How will it work ? – a learner’s perspective BTEC FC H+SC+ English : Introductory sessions - aims objectives etc BTEC Unit 1 Communication within H+SC sectors and GCSE English U1 Communication – speaking + listening Possible assignments : Why is communication important? What happens when we don’t communicate? Why does this happen?

A learner’s perspective contd: 

A learner’s perspective contd Possible tasks : group interaction, drama activity applied to needs of patients Portfolio could include written texts in a variety of formats eg print + ICT based texts, moving image or media texts. Work is submitted for GCSE English + for BTEC H+SC. Grades are achieved in separate subjects Over-arching certificate being considered

Supporting Resources: 

Supporting Resources

BTEC Supporting Resources: 

BTEC Supporting Resources Current support for BTEC Qualifications: Regional Support from named adviser Specification provided + TSM Regional events to help with approval and assignments Face to face and online training for verification External Verifier attached to each centre to help support Leap of faith to take vocational course but huge gains in motivation and achievement Make this a simple step by providing structured support

Vocational Advantage Structured Support: 

Vocational Advantage Structured Support Produce two assignments for specific core units of BTEC Break down initial assignments into smaller tasks that can be used for homework Provide teaching notes to support new and non-specialist teachers

Integrating Core Subjects: 

Integrating Core Subjects Improve motivation and achievement in core subjects through vocational context Build on current good practice Help departments work better together Provide ‘glue’ to help transfer of knowledge across subject boundaries Help to personalise curriculum for learners

Providing the ‘glue’: 

Providing the ‘glue’ Standalone assignments in voc context for core practitioners Introduction to core subjects for voc practitioners to promote consistent approach Short integrated assignments for core practitioners to promote cooperative working Schemes of work to hep core practitioners teach skills in appropriate order Teaching notes to help put learning material into context

Vocational Resources: 

Vocational Resources Vocational Assignments 2 per Unit

Integrating Core Subjects: 

Integrating Core Subjects Vocational Assignments 2 per Unit English Assignments Maths Assignments Science Assignments ICT Assignments For Core Subject Practitioners:

Integrating Core Subjects: 

Integrating Core Subjects Vocational Assignments 2 per Unit English Assignments Maths Assignments Science Assignments ICT Assignments For Voc Subject Practitioners:

Integrating Core Subjects: 

Integrating Core Subjects Vocational Assignments 2 per Unit English Assignments Maths Assignments Science Assignments ICT Assignments English Assignments Maths Assignments Science Assignments ICT Assignments For Core Subject Practitioners: For Voc Subject Practitioners:

Contextualising Core Subjects: 

Contextualising Core Subjects Vocational Specification English in Voc Context 5 tasks per spec Maths in Voc Context 5 tasks per spec Science in Voc Context 5 tasks per spec ICT in Voc Context 5 tasks per spec

Teaching notes for Core Subjects: 

Teaching notes for Core Subjects Vocational Assignments 2 per Unit English Assignments Maths Assignments Science Assignments ICT Assignments For Core Subject Practitioners: Voc Context Starters Voc Context Plenaries

Teaching notes for Voc Lines: 

Teaching notes for Voc Lines Vocational Assignments 2 per Unit English Assignments Maths Assignments Science Assignments ICT Assignments For Voc Subject Practitioners: Core Context Plenaries Core Context Starters

Practitioner’s Handbooks: 

Practitioner’s Handbooks One per vocational area Includes vocational assignments Separate sections for each Subject area In pilot from September 2006 for first lines Provide material a unit at a time as and when you need it to teach Developing core units first, then choosing most popular option units

Complete package for Pilot: 

Complete package for Pilot Leadership manual and Practitioner manual for one vocational line Training sessions from SSAT Equivalent to a whole day’s INSET training Phone and email support. Cost of pilot discounted by at least 50% Cost for first line + core links = £750 per centre Cost for subsequent lines = £350 per centre

Meeting the needs of schools: 

Meeting the needs of schools A rich vocational choice for all Higher standards of achievement – eg in English, Maths Maximising teaching and learning skills A wider range of professional opportunities for teachers Improved behaviour for some learners Involvement in the planning, conduct and evaluation.

Next steps: 

Next steps Choose vocational line(s) + core links Sign up to pilot Receive training in spring and summer terms Start to receive support material in spring term Start teaching in September 2006

How can you join us: 

How can you join us Contact us if you need more information Complete the response form in your delegate pack and return asap but no later than 30 January 2006. Queries? jennyb@ssat.org.uk