DOCUMENT RESUME ED 384 793 CE 069 491 TITLE Implementing GNVQs. A Manual. INSTITUTION Further Education Unit, London(England). REPORT NO FEU074; ISBN-1-85338-366-X PUB DATE 94 NOTE 301p. AVAILABLE FROM Further Education Development Agency,Citadel Place, Tinworth Street, London SEll 5EH, England,United Kingdom (15 British pounds). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Curriculum Development; Educational Certificates; Evaluation Methods; Foreign Countries; Marketing; Postsecondary Education; Program Design; Program Development; *Program Implementation; Standards; Student Certification; Student Evaluation; Student Recruitment; *Vocational Education IDENTIFIERS *General. National Vocational Qualif (England) ABSTRACT This manual provides a comprehensive guide tocollege activities associated with the implementation ofGeneral National Vocational Qualifications (GNVQs) in Britain. Part Aaddresses GNVQ curriculum planning and management at the collegelevel. This part includes the following sections: description of thecontext; questions that need to be addressed at the collegelevel to provide a framework for the detailed planning by program teamsand other staff; common systems that need to beestablished; resourcing decisions, including external funding, allocating internal resources,and facilities and equipment); and staff roles and development.Part B focuses on program design and delivery by programteams. Section 1 on program organization dealswith design principles, year patterns, timetables, additionality, core skills, and workexperience. Section 2 focuses on marketing and recruitment,including the context and methods. Section 3 describes the entry process frominduction through initial diagnostic assessment and finally to actionplanning. Section 4 on learning deals with active learners,curriculum development, and supporting learning. Section 5 describes assessmentand managing the assessment process as well as quality assurance andrecord keeping. Sample materials provided throughout the manualinclude examples of program plans, timetables,learning and assessment materials, and recordkeeping documentation. Appendixes include a list of110 resources (with prices of documentsindicated) and 16 sources of information. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** NOs 00 I implementingGNVQs a manual U.S. DEPARTMENT Of EDUCATION Improvement "PERMISSION TO REPRODUCE THIS Office of Effie-1010W Research and INFORMATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL CENTERESOURCESERIC) /3 This documenthaS been reproduced as received from the person ororganization -.. 7 oripinatirva made to improve 0 Minor changes have been el7 .YIL reproduction Quality Points of vet* Or opinionSstetedrnthn doCu. mint do not necessarilyrepresent official TO THE EDUCATIONAL RESOURCES 0E111 position or policy INFORMATION CENTER (ERIC)" 0 BEST COPY AVAILABLE 2 Further Education Unit Citadel Place Tinworth Street London 5E11 5E1-' 0171-962 1280 0171 9621266 Price: £15.00 FEU074 CopyrightFurther Education Unit 1994 Reproduction in whole or in part of the contents of this publication is authorised for all non-commercial educational purposes, provided the source, i.e. FEU, is acknowledged. All rights reserved with regard to commercial reproduction of the contents. Registered charity number: 326347 ISBN: 1 85338 366 X Printed by Geerings of Ashford Ltd Foreword This manual derives from a number of FEU projects which have taken place over the last few years, during the development, piloting and introduction of GNVQs. The speed with which GNVQs have been introduced, and the rate at which they are being takenup, have produced a clearly recognised need for advice and support, some of which we hope this manual provides. That same hectic pace has meant that there is no good time at which to produce such guidance: new approaches and even revised specificationsarc emerging all the time. For that reason, if no other, this manual cannot provide a prescription. It is meant to be used as a reference text, and as a source of good ideas and interesting examples. It is designed to be used selectively, rather than read as a book. Colleges and schools are at different stages of development. Some sections are not only well known to some colleges, but actually draw upon their experience. Other sections will cover what for thesame college might be relatively underdeveloped areas, or may providean alternative approach for consideration. There are some patterns emerging. The GNVQ is not just another course. The introduction and rapid growth of this new form of provision may require schools and colleges to: review the whole timetabling framework within which programmes of all kinds are provided speed up the development of common systems, for such thingsas recruitment, student record keeping, the production of learning materials and so on create a GNVQ planning/steering group at college level appoint a cross-college co-ordinator create course teams, with devolved authority and accountability These approaches can all contribute to more effective andmore consistent provision of better learning opportunities. It is with this, rather than the detail of assessment, that the manual is primarily concerned. Nevertheless, there are sections which address the issues of assessment and record keeping, and there isan undoubted connection between good practice in curriculum delivery, and consistent and appropriate assessment. The loose-leaf format of this manual allows both for photocopying and for different post-holders to focuson different parts of it. It also allows for ongoing development and updating. In that spirit we would welcome feedbackon both its content and use. Geoff Stanton Chief Officer Contents Introduction, 1 Using the manual 3 User's guide 5 Part A Curriculum planning and management at college level 1 Context 7 2 Strategic planning for GNVQs 9 2.1 Objectives for college GNVQ implementation 11 2.2 Target students 13 2.3 Redefining the college curriculum offer .16 2.4 Curriculum design principles 21 3 Common systems 23 3.1 Year plans and calendars 25 3.2 Timetables 26 3.3 Modularised or unit-based 27 3.4 Learning workshops and materials 28 3.5 Supporting flexibility 30 3.6 Quality 31 4 Resourcing GNVQs 4.1 External funding 33 .4.2 Allocating internal resources 35 4.3 Accommodation, facilities and equipment 39 5 Staffing 5.1 Staff roles 41 5.2 Staff development 48 Part B Programme design and delivery 1 Programme organisation 1.1 Design principles 51 1,2 Year patterns 52 1.3 Timetables 72 1.4 Additionality 80 1.5 Core skills 82 1.6 Work experience 91 lii 2 Marketing and recruitment 2.1 Marketing 95 2.1.i Context 95 2.1.ii Who needs to know what? 96 2.1.iii Marketing methods 101 2.2 Recruitment 103 2.2.i Context 103 2.2.ii Initial guidance 103 2.2.i ii Admissions interview /selection 105 3 Entry 3.1 Induction 107 3.1.i Purpose 107 3.1.ii Delivery methods for induction 111 3.2 Initial diagnostic assessment 117 3.2 Purpose 117 3.2.ii Sample materials from colleges 119 3.2.iii Using evidence from the past 125 3.2.iv Approaches to diagnostic assessment 126 3.3 Action planning 129 3.3.i Individual action plans 129 3.3.ii FEFC(E) learning agreements 130 3.3.iii Learning contracts 130 3.3.iv Revisiting the action plan 131 3.3.v Sample material from colleges 132 4 Learning 4.1 Active learners 135 4.1.i Learning styles 135 4.1.ii Individualisation 138 4.1.iii Flexible learning 139 4.1.iv Phasing learning 143 4.2 Curriculum development 145 4.2.i Detailed curriculum planning 145 4.2.ii Learning and assessment materials 152 4.2.i ii Sample assignments 159 4.3 Supporting learning 191 4.3.i Supporting individual learners 191 iv 6 5 Assessment and recording 5.1 Assessment 197 5.1.i Background information 197 5.1.ii The assessment process 199 5.1.iii Managing the assessment process 202 The assessment cycle 202 Reviewing and planning 202 Learning and assessment activities 205 Producing and presenting evidence 206 Assessment decisions 209 External tests 212 Grading 215 Appeals procedures 218 5.2 Quality assurance 221 5.2.i Roles in quality assurance 221 5.2.ii GNVQ quality framework 222 5.2.iii National standards for assessment and verification 223 5.2.iv Verification 225 5.2.v Sample material from colleges 231 5.3 Record keeping 237 5.3.i Keeping track 237 5.3.i i Sample documentation 239 Resource list 271 Acknowledgements 283 7 Introduction This manual provides a practical resource for staff involved in General National Vocational Qualification (GNVQ) curriculum development and delivery in colleges. It addresses: GNVQ curriculum planning at institutional level e.g. timetable grids resourcing decisions cross-college frameworks for core skills delivery college infrastructure for le::rning support curriculum development and programme management by programme teams e.g. programme planning designing learning and assessment activities developing record-keeping systems providing tutorial support The manual also provides the following: commentary and context placing GNVQ development and implementation in the context of other current developments affecting further education (FE) checklists and key questions setting out possible approaches, issues for consideration, and key questions, as anaide-memoireand reference college experiences illustrations and quotations from colleges, describing