Links With Previous Lesson Knowledge Education Essay

Published:

External Moderators Reports, Recommendations and Actions Student Satisfaction Results and Analysis. Course Review and Evaluation (CRE) - appendix no 6

Health and Safety Issues

Resource requests

Appendices - Blank Forms

Course Information

1 Blank Lesson Plans

Student Information

2 Student Contact Details including emergency contacts - appendix no. 3 Attendance Data/Reports - appendix no. 3

4 Retention and Achievement data

5 Student Complaints and follow up

Course Management

6 Meeting Structure, Frequency and type (ie. 1:1 or group)

7 Report on Lesson Observations - appendix no.8

8 Course Review and Evaluation (CRE) - appendix no 6

Appendices - Blank Forms

Course Information

Blank Lesson Plans

Scheme of Work - Course

Scheme of Work - Student

Appendix No.1

Lesson Plan Lite

Learning Outcomes:

Timing

Subject matter/

Key points

Learning/Teaching activities

Learning checks

Evaluation:

Date/Week: Time:

Group: Level: Location:

Lesson Plan Lite

Learning Outcomes:

Timing

Subject matter/

Key points

Learning/Teaching

activities

Learning checks

Evaluation:

Date/Week: Time: Group: Level: Location:

Full Lesson Plan (Cover page + Lesson Plan Lite)

Course Code:

Course Title:

Subject/ Unit Title:

Lecturer:

Time and duration of lesson:

Links with previous lesson/knowledge

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Learning Outcomes - by the end of the lesson (all/most/some) students will be able to:

Skills development opportunities

Differentiation strategies - how will the different learning needs of students be met?

Other issues to consider - health & safety, learning needs, resource needs etc.

Appendix No.2

Scheme of Work

Aim:

Outcomes:

Department:

Course Code:

Course Title:

Lecturer:

Manager:

Internal Verifier/Moderator

Week

No.

Aim of the lesson

Skill development opportunities

Teaching & Learning Activities

Resources

Learning outside classroom

Assignment/Assessment Schedule:

Set and Due

1.

2.

3.

4.

Appendix No.3

Scheme of Work - Students

Period: Lecturer:

Subject: Module:

Date/

Week

Topic/Content

Assessment

Homework/

Assignment

Student notes

Appendices - Blank Forms

Student Information

4 Student Contact Details

5 Attendance Data/Report Forms

6 Student Complaints and Follow Up

Appendix No 4

College of Banking & Financial Studies

STUDENT CONTACT DETAILS

COLLEGE REG NO:

NAME

ADDRESS

HOME NO:

MOBILE

NO:

EMERGENCY CONTACT NO.

EXAM FEES PAID/DATE

EXAM

RECEIPT NO:

Appendix No 5

College of Banking & Financial Studies

STUDENT DATA

Attendance, retention and achievement reports should be produced for discussion at the Course Manager's weekly meetings and for data collection by the College Senior Management and Quality Management team.

All courses should be reviewed, assessed and challenged by the SMT/Quality team as to the standard and effectiveness of teaching, the monitoring of attendance and the success of the students. This will also impact on the cost effectiveness of the provision, the staff development needs, the entry criteria, resources, personnel/physical and the qualifications on offer.

The SMT/Quality teams should set retention, achievement and success benchmarks for which all courses should meet or exceed. Courses not meeting the College criteria would be supported by a detailed action plan drawn up by the course tutor and the course manager.

Data should be recorded three times per year and trends analysed over a three-year period.

Suggested census dates -

Number 1 - post induction, mainly to review attendance and possible retention issues.

Number 2 - mid session, review attendance and retention assess assignment/examination issues

Number 3 - end of year, final % attendance, retention and achievement for the year cohort, checked against college benchmark.

November Course Review - (number 1- post induction)

Course Code:

Course Title: Number of Starters:

09/10

10/11

11/12

BM

Actual at 1 Dec09

Target for THIS academic year: 09/10

Predicted for June

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% Retention

% Pass rate

Comments% Attendance rate

Feb/March Course Review (number 2- mid session)

Course Code:

Course Title: Number of Starters:

09/10

10/11

11/12

BM

Actual at 1 April 09

Target for THIS academic year: 09/10

Predicted for June

% Retention

% Pass rate

% Attendance rate

Comments:

June/July Course Review (number 3- end of year)

Course Code:

Course Title: Number of Starters:

09/10

10/11

11/12

BM

Actual at 1 July 10

Target for THIS academic year: 09/10

% Retention

% Pass rate

% Attendance rate

Comments

Appendix No 6Complaints Procedure

Definition:

A formal complaint is defined as any expression of dissatisfaction received in writing and therefore requires a formal written response.

Scope:

This procedure covers the recording and processing of all complaints made by students. The intention is that complaints are dealt with effectively, clearly and in a timely manner. All complaints are recorded accurately.

Analysis of the complaints received helps the college to continuously improve its support for students and staff.

Roles and Responsibilities:

Quality Manager/Director

To ensure that all-formal complaints are acknowledged within 5 working days of receiving the complaint. This acknowledgement will be in the form of a letter or an email and is simply to inform the complainant that the complaint has been received and passed on to the relevant Investigating Manager.

To forward the complaint to the Investigating Manager identified to deal with complaints for the area concerned. The Investigating Manager will normally be the Course Manager/Director for the area receiving the complaint

In instances where the complaint involves more than one area of the college, the Quality Manager (or his/her designated representative) will act as the Investigating Manager.

To ensure that a record of all complaints and their outcomes is maintained.

To ensure that an analysis of complaints received and their outcome is reported to the Director and Academic committee so that the information collected can be used to bring about improvement within the college.

To track the progress of all complaints to ensure that they are dealt with thoroughly and in line with approved procedure.

Investigating Manager

To ensure that an investigation is conducted into each formal complaint.

To ensure that the complainant is contacted in writing within 15 working days of receiving the complaint to inform them of the outcome.

To ensure that the Complaint investigation Report is completed and forwarded to the Quality Team along with all related correspondence sent to the complainant.

All Staff

To ensure that all-formal complaints are passed onto the Quality Team to record and follow up.

To ensure that all attempts to resolve a complaint are made before it reaches the formal complaint stage.

Complaints Procedure

1.

Anyone wishing to make a formal complaint can do so by either sending an e mail, or letter to the Quality Team, Director or SMT

Where complaints are made by telephone the complainant will be asked to put their concerns in writing.

All complaints received should be signed and dated by the complainant. If a complaint is received by e-mail then the personal e-mail address and date of receipt will serve as the record.

All complaints received by the college should be passed on to the Quality Team. Staff may wish to acknowledge a complaint directly but if so, the Quality Team must be notified so that the complaint can be recorded and its progress and outcomes monitored.

If a student complaint is in relation to a named employee of the College details of the complaint should be passed on to the Personnel Department.

2.

The Quality Team will record the complaint and an acknowledgement sent to the complainant by letter or e mail within 5 working days, notifying them that their complaint has been recorded and passed to an Investigating Manager who will respond directly. The acknowledgement will also contain an outline of the complaint and Appeals procedure.

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3.

The Quality Team will notify the most appropriate Investigating Manager to deal with the complaint and forward the complaint. The Investigating Manager will normally be the Course Director for the area. However in exceptional circumstances an alternative Investigating Manager can be nominated at the discretion of the Quality Director.

4.

The Investigating Manager will take appropriate action to investigate the complaint and inform the complainant directly of the outcome of their investigation normally within 15 working days of the complaint being received. The response will detail the findings of the investigation and offer the complainant the right to appeal within 15 days of receiving the letter if not satisfied with the outcome.

5.

The Quality Team will contact the Investigating Manager every 5 days to track the progress of the investigation. If there is no response regarding the status after 10 days the Quality Director will formally escalate the complaint to the SMT for follow up.

6.

When the investigation is complete, the Investigating Manager will forward a copy of the response along with relevant paperwork to the Quality Team who will record the outcome and close the investigation.

Appeal

If the complainant is not satisfied with the outcome of the investigation they are entitled to appeal by responding within 15 days in writing by letter or e-mail. This should be addressed to the Quality Director and should detail the reasons for their dissatisfaction with the outcome.

The Quality Director will acknowledge the appeal and contact an appropriate Director to act as an Appeal Manager.

The Appeal Manager will then conduct a further investigation and respond to the complainant with the outcome within 15 working days. The Quality Team will be sent a copy of the response.

As with the initial investigation the Quality Team will prompt for status every 5 days and inform the Dean if there is no response from the Appeal Manager.

Second Appeal

If the complainant is not satisfied with the outcome they are entitled to make a second appeal by responding within 15 working days and addressed to the Quality Director and should detail the reasons for their dissatisfaction with the outcome.

The Second Appeal should be forwarded to the Deputy Dean who will conduct an investigation invoking the procedure as detailed above within the same time frame.

Monitoring

The data provided by the Quality Team will be used for monitoring and analysis purposes only.

Appendices - Blank Forms

Course Management

7 Team Meeting Structure, Frequency and type (ie. 1:1 or group)

8 Report on Lesson Observations

9 Course Review and Evaluation (CRE)

Appendix No 7Team Meetings (Proposal)

Course Manager (CM) meeting with their teams weekly

Duration : 30 minutes max.

Standard Agenda

Student group attendance - at session level

Individual students concerns

Learning Support Modifications to schemes of work (if applicable)

Shared good practice (linked where appropriate to OTTL feedback)

Issues and concerns

News from above

Good things

Health and Safety

This agenda will be added to at various times of the year in line with the overall Teaching and Learning Calendar e.g. Information sharing, interim assessment outcomes. You'll want to add things to it too.

Documentation: Minutes and Action Points

The Director meeting with their Course Manager (CM) weekly

Duration: One hour max.

Standard Agenda

Report and recording as appropriate on the above from teams

Recording of student attendance %

Report from CM on their weekly SOW/Lesson plan spot check

News from below

News from above

Appendix No 8College of Banking and Financial Studies

Faculty Curriculum Vitae ( example of suggested CV )

Name:

Xxx

Appointment:

Senior Lecturer in xx subject

Current role(s):

School/College:

Stage 3 tutor BA (Honours) xx

xxx xxx

Academic Qualifications

Including Current Registrations

20xx

PG Cert (HE) CLTAD

19xx

BA (Hons.) xx, xx classification, xx College of xxxxxxxxxxx

19xx

Foundation Diploma in Information Technology, xx College

Professional Roles and Memberships

2003 - current

HE Academy (ILTHE)

1994 - 96

Chair of National Association of xx in Higher Education

1994 - current

Member of xxxx (Council of Specialist Associations in IT)

Teaching Experience (last 10 years max / selected)

20xx - present

Stage 3 tutor BA (Hons) xx, xx College

19xx - 20xx

Pathway Leader, xx course, xx College of Technolgy

19xx

Visiting Lecturer BA (Hons) xx, xx College

19xx - 19xx

Visiting Lecturer and guest speaker, xx course and xx course, xx College

Professional/Industrial Experience (last 10 years max / selected)

and brief description of professional practice if applicable

2004

Group exhibition, xxxweb. design, location

2003

Commission xxx client, location

2002

Curator xxx exhibition, xxx gallery, location

2002

Project manager for xxx company/event, location

Work held in collections, if applicable

Research (funded projects), publications, public papers and/or exhibitions

and brief description of research if applicable

dates

Publication

Academic experience

2003 - current

External Examiner for xx course, xx college

2000

External Advisor for xx course, xx college, university of the arts london

2002

Member of Validation Panel for xx course, xx college

Recent Conference Attendance of Particular Relevance

Dates Conference title, location

Appendix No 9Feed back Sheet for Lesson Observations

Observer's Name:

Subject Sector Category:

AOL7

Type of Learner: LD 14-16 16-18 19+ WBL ACL

MOA: FT PT Mixed

Qualification/subject/programme:

NVQ Intensive

Lesson type:

C

G

I

W

X

Course level: E 1 2 3 4 M

Activity:

T

P

Tu

A

LS

No. at start:

Total:

No on register:

Length of observation (mins):

No. late:

CIF1 - How well do learners achieve?

CIF2 - How effective are teaching, training and learning?

CIF3 - How well do programmes and activities meet the needs and interests of learners?

CIF4 - How well are learners guided and supported?

CIF5 - How effective are leadership and management in raising achievement and supporting all learners?

CSI1 - Being healthy

CSI2 - Staying safe

CSI3 - Enjoying and achieving

CSI4 - Making a positive contribution

CSI5 - Achieving economic well-being

Context of Session: (Include stage in programme)

Judgements on learning, attainment and teaching.

(indicate CIF and CSI descriptors highlighted by the observation)

Learning and Attainment:

Summary evaluation: please begin this section with a clear judgement statement

Judgement on the overall quality of the lesson (Leave blank when not a lesson)

Grade 1 - Outstanding: Grade 2 - Good: Grade 3 - Satisfactory: Grade 4 - Inadequate

GRADE:

Appendix No 9 Course Review and Evaluation

This document will be completed by the course team, and monitored by the Course Manager, Director and Director of Quality. Teams will evaluate all aspects of the course including - physical resources such as class rooms, IT facilities, Library resources etc. and there impact on the effectiveness of the course, a measurable statement would be preferred. Views from students can be captured as supporting evidence as appropriate, such as time tabling issues the frequency of assignments, the quality of assignment feedback etc. The team must complete a development plan, and review and update actions at team meetings.

Key words

Strengths

Areas for improvement

Achievements

Nov 09 Recruitment, retention, attendance.

Achievements

June 10 Retention, attendance, predicted achievement, and any value added measures.

Key words

Strengths

Areas for improvement

Teaching and Learning

Nov 09: Quality of teaching and learning, lesson plans, schemes of work, assessment planning/ monitoring, and assessment schedule? Are employers/parents informed of progress?

Teaching and Learning

June 10: Quality of teaching and learning, lesson observation grades, knowledge of teaching staff, working relationships. Quality of assignments, assessment and Internal/ External Moderation /External Examination reports, quality of feedback, returning of marked work. Are employers/ parents informed of learner progress?

Needs & interests of the student

Nov 09: Equality of access to all learners of teaching styles, teaching materials and enrichment activities.

Are special needs catered for?

Needs & interests of the student

June 10: Equality of access to all learners of teaching styles, teaching materials and enrichment activities.

Are special needs catered for? Is further adaptation needed?

Key Words

Strengths

Areas for improvement

Learner support

Nov 09: Quality of advice and guidance, initial assessment and screening. Is additional learning support appropriate (group / 1:1)? Have individual learning profiles been catered for? Is support sensitive?

Is Induction effective?

Learner support

June 10: Are further arrangements required for learners to achieve their goals? Tutorial support (group and one-to-one), careers guidance, individual learning needs, sensitivity of support

Does the course match learner's career progression?

Key words

Strengths

Areas for improvement

Leadership and Management at course level (in raising achievement and supporting learners)

Nov 09: Staff Qualifications and experience, use of part-time staff, specialist staff and equipment and ICT usage, accommodation issues. Are there regular meetings? How well is learner performance monitored and evaluated? Is appropriate action taken early on? How well is the course organised, and staff supported by Course Managers/Head of Department.

Leadership and Management at course level (in raising achievement and supporting learners)

June 10: Are there regular meetings?

How well is the course organised, support for staff and support from Head of Department? How well is the Department organised . How well resources are managed? (Staff, equipment ICT usage, & accommodation issues).

Course Manager's name: Date completed:

Course Development Plan

Nov 09: Please agree three key strengths and three key areas for improvement, which agreed actions can be taken against .June 10: Please update to include actions that can be taken before the next review in November 2010.

Key Strengths

Agreed actions

Target

Impact on learner

Means of measurement

Person (s) responsible

Priority

H/M/L

Target date

Feb/March 2010

Key area for improvement

Agreed actions

Target

Impact on learner

Means of measurement

Person (s) responsible

Priority

H/M/L

Target date