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Thematic seminars

Seminar 1

Feedback and assessment in learning, and the role of curricula and qualifications, 5 October 2012

The focus of the seminar on feedback and assessment in learning and the role of curricula and qualifications, was on:

  • the features of high quality assessment processes
  • the features of effective feedback processes
  • the key elements of effective approaches to reviewing learning and recording progress
  • effective practice in benchmarking assessments
  • exemplary approaches to quality assuring and evaluating assessment processes
  • the skills and support tutors require to deliver effective assessment
  • ways to understand the relationship between curriculum, assessment and qualifications.

Seminar 2

The role of technology, as a driver and enabler of adult vocational teaching and learning, 18 October 2012

The focus of the seminar on the role of technology, as a driver and enabler of adult vocational teaching and learning, was on:

  • how technology and digital resources are changing the ways we live, work and learn
  • how this differs for different age groups, and what changes are likely over the next 5-10 years
  • the roles and skills we should be developing people for in future
  • the role that digital resources play/could play in supporting excellent vocational teaching and learning and the characteristics of that provision
  • the features of vocational education and training that either inhibit or promote the potential of digital resources to transform teaching and learning and what could be done to enable online and blended learning to flourish
  • how exemplary online and blended learning supports teaching, learning and assessment
  • how technology can open up access to specialists and communities of practice
  • the implications for workforce development for FE and skills teachers and trainers
  • what we can learn from international developments and practice.

Seminar 3

Leading adult vocational teaching and learning, 25 October 2012

The focus of the seminar on leading adult vocational teaching and learning was on:

  • the importance of culture, context and creating expansive learning environments and the implications for leaders of learning
  • how to embody culture in vision and strategic planning
  • key features of excellent leadership and management of vocational teaching and learning
  • effective approaches to organising curriculum development, course teams and quality assurance
  • key features of effective performance management systems
  • the role of governors in the leadership of learning and how this can be supported effectively
  • how to ensure effective leadership of learning across sites, for example, on and off the job
  • how to inspire and develop future leaders of learning, and open up progression pathways to leadership in the sector.

Seminar 4

Supporting technician level skills and STEM, 28 November 2012

The focus of the seminar on supporting technician level skills and STEM was on:

  • how adults contribute to the provision of a STEM literate and STEM skilled workforce
  • the motivations and needs of adult STEM learners
  • to what extent vocational learning programmes and qualifications at all levels are sufficiently STEM-related, particularly with regard to mathematics
  • the level of demand from employers for STEM-related skills across the economy
  • how the further education and skills sector can improve the quality of STEM teaching and learning in vocational programmes. 

Seminar 5

Embedding English and maths in vocational teaching and learning, 17 January 2013

The focus of the seminar on embedding English and maths in vocational teaching and learning was on:

  • definitions of, and models for, embedding English and maths in vocational teaching and learning
  • the importance of culture and context in vocational teaching and learning and their relationship to embedding
  • assessing English and maths within vocational teaching and learning
  • the implications for initial teacher training and CPD.

Seminar 6

Initial teacher training and CPD for adult vocational teaching and learning, 23 January 2013

The focus of the seminar on initial teacher training and CPD for adult vocational teaching and learning was on:

  • what exemplifies effective relationships between teachers/trainers and learners in vocational education and training
  • the implications of ‘dual professionalism’ for the professional identity of vocational teachers and trainers
  • effective approaches to the design, development and organisation of vocational curricula and the implications for the roles of teachers and trainers
  • the appropriate balance between general and specifically vocational pedagogical development
  • the implications of enhanced requirements for maths and English for vocational teachers and trainers
  • how to develop effective approaches to formative assessment of vocational education and training
  • how to support teachers and trainers to develop their use of technology and blended learning pedagogies
  • effective approaches to professional updating in different vocational areas
  • the training and development needs of trainers in industry
  • the contribution of workplace mentoring to vocational teaching and learning
  • what ‘scholarship’ means for teachers and trainers of higher level vocational programmes.

Seminar 7

Higher level vocational skills, 6 February 2013

The focus of the seminar on higher level vocational skills was on:

  • what are the characteristics of effective higher level adult vocational skills provision?
  • what skills and expertise do teachers and trainers need, and what are the implications for CPD?
  • what is the nature of scholarly activity in HE in FE, and what are the implications for teachers and trainers?
  • what impact do the requirements of professional bodies have on delivery?
  • how are the needs and expectations of students and employers accommodated in the sector’s provision?
  • what skills do students need to manage careers from an interpersonal and business point of view, and how are these developed effectively?
  • how can connectivity between the various elements of a student’s learning and employment be incorporated into higher level skills provision, to maximise opportunities for individuals to access work?