Although not a new phenomenon, individualized or self-paced learning has seen a rapid shift in the education sector due to the COVID-19 pandemic, resulting in institutions adopting more remote or blended learning styles of delivery.
Introduction to Teaching and Learning RQF Higher Nationals has been developed to enable tutors, curriculum leaders, heads of department and senior centre leadership to explore some of the key pedagogic theories behind the Higher National qualifications, examining strategies to put the theory into practice.
Through a deeper understanding of how these qualifications have been designed we hope teachers will be inspired to develop unique ways of delivering these programmes that support students into continued education or employment.
Broken down into six individual bite-sized segments; Introduction to Higher Education, Grading & Assessment, Holistic Assessment, Assignments, Internal Verification and Feedback and Going Further (continuation of reflective practice), learners’ mastery of each section is checked using both formative and summative assessment and provides the opportunity to start reflective practices that will be discussed in more detail below.
New and existing tutors delivering BTEC Higher Nationals who undertake this course will see the following five benefits:
1. Implementing self-resilience of students through teaching
For many tutors teaching in further education institutions, there is a challenge in helping students understand the ‘step up’ from further education to higher education. This is more than just moving from Level 3 to Level 4. It requires a change in students’ approach to learning and therefore requires a different approach to teaching. Higher education requires students to exercise greater independence in their learning, in order to prepare themselves for the challenges ahead (either academic or professional).
This, in turn, requires an approach to teaching which helps students to build independence - getting students to find answers rather than be told, as well as getting students to become inquisitive and exploratory. Working in HE requires teachers to be confident enough to ‘step back’ and encourage students to support each other and to learn through discussion and debate. This course introduces some of the key theories and frameworks that can help build this kind of confidence and carry it into teaching practice.
2. The integration of the holistic approach to assessment
Higher Nationals are designed to support a holistic approach to assessment. Rather than assessing through individual ‘tasks’ associated with assessment criteria, the holistic approach aims to use a body of evidence to allow students to show their achievement of learning outcomes.
For this to be an effective model, teachers need to embrace this approach in their delivery, assignment writing and assessment. This online programme helps to build your knowledge of the different elements of a Higher National and how these work to support this holistic approach; from understanding learning domains through assessment planning and assignment writing.
3. Assignment writing
As mentioned above, holistic assessment requires a new approach to assignments. Writing an assignment that enables holistic assessment may be new for many teachers. This course offers both the theory behind the approach but takes you through the steps necessary to build a good assignment. From recognising the importance of a vocational scenario, linking with employers, and how to write assignment briefs, the course provides examples, quizzes and instructions to support writing assignments.
4. Quality enhancement and assurance
Quality assurance and quality enhancement are key elements in supporting your centre to improve teaching and learning. More than just administrative tasks, the internal verification process is vital to ensuring the quality of assignments and the results of assessment. Through videos and examples, the course helps teachers build up their knowledge of how to make the most of internal verification. It also ensures that they provide students with grades and feedback that help them recognise their achievement and how to continue to improve for their future in education or employment.
5. Development of reflector best practices
Enhancing your teaching practice is not a ‘one-off’, it requires continuous review. Becoming a reflective practitioner - one who takes a structured approach to evaluating their own practice - is a valuable way to constantly improve. Throughout this course you are encouraged to reflect upon how the content of the course might be found or integrated into your teaching practice.
We hope that through this process you will begin to bring this to your day-to-day approach to your teaching practice. Through increased understanding of the Higher National RQF framework you will drive innovation by allowing learning to become more tailored.
Upon completion of the programme, learners will receive a certificate confirming completion of 5 hours of Continual Professional Development. Our team will also issue our newly generated digital badge offering real time credential verification as a recognition of achievement that can be shared with peers on professional and social media platforms.