Country report for the UK - Norton Radstock College
Country report for the UK - Norton Radstock College Country report for the UK - Norton Radstock College
WP9 Long term potential Country report for the UK Appendix 3 Extract from WP3 Needs analysis Q14. The Future Please use this space to write any other thoughts or ideas you have about how skills for life could be included in vocational teaching more effectively. . More training for staff, and time in which to undertake training . A student must see the relevance of learning these skills before they can be taught . More support/training for staff – particularly those who trained some time ago . Some well structured CPD on the topic with practical workshops . Vocational teachers need far more training on how to embed skills for life in their vocational teaching – although it is covered in teacher training, there are constrains in terms of time (given the huge number of other things that need to be delivered), and when a vocational teacher has low personal skills there is insufficient time to help them develop their own skills let alone supporting them to embed the skills effectively. I think that all vocational teachers need to develop their own skills, gain confidence in using such skills for themselves, through training become more aware of what skills their learners will need, and learn effective ways of embedding these skills for their learners – all this will need training and for some quite a considerable amount of training . To continue development of delivering skills for life within vocational programmes as appropriate. Continue ensuring links and liaison with skills for life/vocational tutors . SFL tutors need to work closely with vocational tutors to determine criteria on both courses so that there can be effective use of learner’s work, to save . duplication of work. This would also improve how learners see SFL as relevant in their careers . • Through feedback and marked work . • Team teaching – skills for life and vocational tutors working together. Vocational tutors to gain Level 2 Qualifications in numeracy, literacy and ICT . • The importance of developing students self-worth, confidence and ability to work independently needs to be encouraged . • Teach at a realistic level and look at the students’ problems 10
WP9 Long term potential Country report for the UK Appendix 4 Evaluations from Regional Support Centre Conference 1. How well did the session help you to think about embedding life skills into vocational teaching (1 = not at all and 7 = very well) 1 2 3 4 5 6 7 1 2 3 6 1 2. What did you find most useful and why Stimulating communication between both those close and other groups Not really applicable to me Interaction with others in the group, bringing different personalities together CD/Leaflet/Starting exercise/ chocolates Useful information as way into working with life skills. Also demonstrated how frustrating learners can find exercises when they don’t go as expected Hear about the experience activity – puzzle The activities that could be adapted Group activity, CD Activity Awareness of life skills other than ‘usual’ 3 The drawing activity/ communication/ interpersonal Practical activity – brings out team work – communication A different activity to try 3. What did you find least useful and why Some issues with literacy if for younger students No particular preference Sitting down – but the group delivery was excellent Tendency to expect ‘Right Answer’ so may not work (learners expect to receive right or wrong answer) Too short to find anything not useful – i.e. just right length It was all useful 4. What improvements could be made Brought up in talk – alternate formats/images Use picture/photo for some groups Room that it was delivered in 11
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WP9 Long term potential<br />
<strong>Country</strong> <strong>report</strong> <strong>for</strong> <strong>the</strong> <strong>UK</strong><br />
Appendix 3<br />
Extract from WP3 Needs analysis<br />
Q14. The Future<br />
Please use this space to write any o<strong>the</strong>r thoughts or ideas you have about<br />
how skills <strong>for</strong> life could be included in vocational teaching more effectively.<br />
. More training <strong>for</strong> staff, and time in which to undertake training<br />
. A student must see <strong>the</strong> relevance of learning <strong>the</strong>se skills be<strong>for</strong>e <strong>the</strong>y can<br />
be taught<br />
. More support/training <strong>for</strong> staff – particularly those who trained some time<br />
ago<br />
. Some well structured CPD on <strong>the</strong> topic with practical workshops<br />
. Vocational teachers need far more training on how to embed skills <strong>for</strong> life<br />
in <strong>the</strong>ir vocational teaching – although it is covered in teacher training, <strong>the</strong>re are<br />
constrains in terms of time (given <strong>the</strong> huge number of o<strong>the</strong>r things that need to be<br />
delivered), and when a vocational teacher has low personal skills <strong>the</strong>re is<br />
insufficient time to help <strong>the</strong>m develop <strong>the</strong>ir own skills let alone supporting <strong>the</strong>m to<br />
embed <strong>the</strong> skills effectively. I think that all vocational teachers need to develop<br />
<strong>the</strong>ir own skills, gain confidence in using such skills <strong>for</strong> <strong>the</strong>mselves, through<br />
training become more aware of what skills <strong>the</strong>ir learners will need, and learn<br />
effective ways of embedding <strong>the</strong>se skills <strong>for</strong> <strong>the</strong>ir learners – all this will need<br />
training and <strong>for</strong> some quite a considerable amount of training<br />
. To continue development of delivering skills <strong>for</strong> life within vocational<br />
programmes as appropriate. Continue ensuring links and liaison with skills <strong>for</strong><br />
life/vocational tutors<br />
. SFL tutors need to work closely with vocational tutors to determine criteria<br />
on both courses so that <strong>the</strong>re can be effective use of learner’s work, to save<br />
. duplication of work. This would also improve how learners see SFL as<br />
relevant in <strong>the</strong>ir careers<br />
. • Through feedback and marked work<br />
. • Team teaching – skills <strong>for</strong> life and vocational tutors working toge<strong>the</strong>r.<br />
Vocational tutors to gain Level 2 Qualifications in numeracy, literacy and ICT<br />
. • The importance of developing students self-worth, confidence and ability<br />
to work independently needs to be encouraged<br />
. • Teach at a realistic level and look at <strong>the</strong> students’ problems<br />
10
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