We had validation panels last term to help bring into context and invite feedback from peers on our curriculum design. Me and Jon spent alot of time organising a presentation and ensuring the right information was communicated for discussion with the validation panel.
However the feedback communicated to me and Jon was as follows.
MINUTES:
Curriculum, Quality and Professionalism Validation:
Venue: Brooksby
Wednesday 9th April 2014
Present: JA, DK,
Panel: KF, LS, AB, JA, WM, DH
JA and DK presented proposal for Unihoc Curriculum for SEN learners in 6Th form
Aim: Learners to achieve new skill- be part of a team Key objective progress and achievement
Assessment methods, visual, auditory and observation
Progression – Create own game from support and learning
Series of questions asked by the panel to clarify key points with opportunity for response from JA and DK
JA and DK were asked to leave the room whilst the panel reflected on the proposal and discussed concerns. There are three concerns as follows:
1. You need to affiliate with sports leadership to develop your own curriculum rather than adapt the existing one
2. To be more specific to leadership through non-specific sport- Unihoc a good example however consider the possibility of incorporating other sports
3. Scheme of work needs to reflect the curriculum to be taught and the specific criteria to be met
I feel that the feedback was not quite discussed and agreed in the right way. Sport England are a funder who wish to embrace a new curriculum for SEN learners and sport. Me and Jon created a SEN curriculum with a sport which is supportive of learners needs. It is adapted to enable interpersonal skills of the learners to just as developed as a sporting improvement in skill level. The scheme of work enables learners to have opportunity for progression and for achievement.
SEN teaching and learning is focused on exactly that, the needs of the individual being met and the opportunity for them to have activities and lessons which embrace equality and diversity and enables them to reach teaching which is focused on developing them as individuals as well as getting a award which is person to them.
Grading and assessment is through pictures and video evidence of the learners progression instead of a written coursework element. I think this was not necessarily expressed as clearly as I wanted and I will work in communicating that message clearer in my CQP report on the curriculum design.
However I thought it was a great process in terms of creating validation panels to enable us to have more experience and opportunity to learn more around professionalism,quality assurance and improvement and curriculum design for the future when teaching wherever that may be.
However the feedback communicated to me and Jon was as follows.
MINUTES:
Curriculum, Quality and Professionalism Validation:
Venue: Brooksby
Wednesday 9th April 2014
Present: JA, DK,
Panel: KF, LS, AB, JA, WM, DH
JA and DK presented proposal for Unihoc Curriculum for SEN learners in 6Th form
Aim: Learners to achieve new skill- be part of a team Key objective progress and achievement
Assessment methods, visual, auditory and observation
Progression – Create own game from support and learning
Series of questions asked by the panel to clarify key points with opportunity for response from JA and DK
JA and DK were asked to leave the room whilst the panel reflected on the proposal and discussed concerns. There are three concerns as follows:
1. You need to affiliate with sports leadership to develop your own curriculum rather than adapt the existing one
2. To be more specific to leadership through non-specific sport- Unihoc a good example however consider the possibility of incorporating other sports
3. Scheme of work needs to reflect the curriculum to be taught and the specific criteria to be met
I feel that the feedback was not quite discussed and agreed in the right way. Sport England are a funder who wish to embrace a new curriculum for SEN learners and sport. Me and Jon created a SEN curriculum with a sport which is supportive of learners needs. It is adapted to enable interpersonal skills of the learners to just as developed as a sporting improvement in skill level. The scheme of work enables learners to have opportunity for progression and for achievement.
SEN teaching and learning is focused on exactly that, the needs of the individual being met and the opportunity for them to have activities and lessons which embrace equality and diversity and enables them to reach teaching which is focused on developing them as individuals as well as getting a award which is person to them.
Grading and assessment is through pictures and video evidence of the learners progression instead of a written coursework element. I think this was not necessarily expressed as clearly as I wanted and I will work in communicating that message clearer in my CQP report on the curriculum design.
However I thought it was a great process in terms of creating validation panels to enable us to have more experience and opportunity to learn more around professionalism,quality assurance and improvement and curriculum design for the future when teaching wherever that may be.