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Annex D
Model Scheme of Provision for a Programme Leading to the Award of a TQ(Fe)
1. Though it is not intended to be exhaustive or prescriptive, the model set out below provides institutions submitting schemes for approval with an indication of the range of issues and the level of detail that should be included in their submission. The main body of the submission should be tailored to around 12-15 pages in length. More detailed information on content, assessment processes, timeframes etc. should be provided in the form of annexes to the main body of the submission.
Aims of the Programme
2. In setting out the aims of the programme, the submission should at least explain:
- The approach to professional training and development that will underpin the programme.
- How the programme meets the requirements of the initial professional standards.
- How it will differ from existing TQ( FE) programmes.
- The outcomes that will be used to measure the success of the programme.
Access to the Programme
3. As a minimum, this section should include information on:
- How students will be recruited to the programme.
- The procedures for registering and progressing students.
- Induction arrangements.
- The arrangements for liaising and collaborating with colleges.
- Any provision that will be made to allow applicants who do not meet the specified entry requirements to demonstrate that they can attain the required standard.
Programme Design
4. Information on programme design should at least cover:
- The general content and structure, showing the relationship with the professional standards, the sequence of elements and the rationale for the structure proposed.
- Provision for teaching practice and arrangements for conducting classroom assessments.
- An outline of how the programme will take account of, and cater for, the individual needs of students, the particular contexts in which they work (such as a school/college partnership) and the other agencies and bodies ( e.g.HEIs, LECs, employers etc.) with whom they collaborate.
- How the programme will provide students with the skills, knowledge and understanding needed to use a range of different approaches such as flexible learning, distance learning and blended learning.
- How the programme will provide students with the skills, knowledge and understanding to deploy a variety of methods to meet the needs of a diverse range of client groups which includes mature learners, people with disabilities, people from ethnic minority backgrounds, school pupils and vulnerable adults.
- The provision made for underpinning and contextualising professional studies and whether these studies will be provided in complementary units or integrated into the programme.
- The academic standard that has been set, why this standard has been adopted and how it is to be set.
- An outline of the steps taken to ensure that the various elements of the programme, especially the teaching practice and elements delivered by other providers, form a coherent and integrated whole.
Learning and Teaching Approaches
5. Information on approaches to learning and teaching should include:
- An outline of the learning and teaching methods employed in the various elements of the programme.
- The role of independent, resource-based learning.
- The emphasis placed on the use of information and communications technology for learning and teaching purposes.
- Provision for research and investigation.
- The importance that post-employment programmes place on the concept of the reflective practitioner.
Monitoring and Assessment
6. Information provided on these issues should at least cover:
- Arrangements for monitoring progress and associated guidance.
- Arrangements for assessing progress and attainment.
- The roles that tutors, mentors, certificating bodies and other parties play in the monitoring and assessment processes.
- Provision for externality in the assessment process.
- Appeal procedures.
- The form of certification and academic recognition that will be bestowed on students who successfully complete the programme.
Quality Assurance
7. This section should contain a short description of the systems, audits or self-evaluation processes that will be used to monitor and maintain the quality of the curriculum, programme design, teaching, assessment and support and guidance provided for students. More detailed information on existing quality systems may be appended as an annex.
Progression
8. Information on progression should include:
- An explanation of how the programme relates to post-qualifying provision, by the same provider or others.
- An outline of any existing or planned provision for continuing professional development.
- Details of any certification arrangements beyond TQ( FE).
Credit Transfer
9. Submissions should contain explicit details of the amount of credit that will be awarded to applicants who have already completed an appropriate initial teacher training PDA.
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