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Reading 'Exhibit C' relating to motors, I can see links where this might support learning in my subject area of textiles. Students having a better understanding of the mechanical workings of a sewing machine can leave them free to practice the skill of using the machines to create increasingly more interesting and challenging designs. This secure platform of knowledge would assist with fault finding, thus reducing  frustration at time lost waiting for teacher assistance, allow for more independent working and encourage students to take risks with their designs. If a student can actually understand and visualize how the machine works, it is more likely to be remembered.
Miranda

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Knowledge-rich curriculum is underpinned by four fundamental principles; it adopts a constructive framework and a curriculum that over-emphasises the importance of knowledge. It is a curriculum that is designed to promote critical, higher level thinking, problem-solving abilities and to encourage lifelong learning. Having read literature relating to knowledge-rich curriculum (most of which relates to primary and secondary education), I was initially sceptical about how I could apply this to my own practice, as I deliver one off half day training sessions to health and social care staff . However, having engaged in additional reading, I do feel there is scope for me to apply the principles, albeit in a concentrated manner. I envisage that I could develop different levels of training (basic, intermediate and advanced) where knowledge acquisition would develop according to the level of training and a spiral curriculum would support this to happen.

http://www.coreknowledge.org.uk/culturalliteracyck.php

https://www.gov.uk/government/speeches/nick-gibb-the-importance-of-knowledge-based-education

https://policyexchange.org.uk/wp-content/uploads/2016/09/knowledge-and-the-curriculum.pdf

https://www.tes.com/news/we-all-need-understand-what-powerful-knowledge-rich-curriculum-really-looks

Sara-Jayne

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This looks like a very effective way of preparing young people for work, it adds the additional soft skills that vocational training doesn’t provide. As a work place trainer, delivering training to students for a unique and specific role that has no vocational training outside of the Ministry of Defence this would be an effective method to prepare young people for work. Unfortunately, due to a number of security issues this is not something that we could undertake. The nearest scheme that I am part of is an Outreach program where we go out to 6th Form schools and colleges to run workshops, with the idea of giving young people a taster of a career that they may not have considered.

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I found this model very interesting, initially I thought, as good as it was it wouldn’t apply to my subject area – maths. But as I researched further, I realised that I was wrong. I watched a video (see link below) of one of the schools mentioned in the article, which explained the model. Maths is part of the expedition’s children are involved in, they learn through doing which is then extended when they are in the classroom.

The small class sizes seem to help in the delivery of curriculum using this PBL. The teachers involved also appear to be experts in their field.

https://www.youtube.com/watch?v=gsKr2mA9oEI

Olu Areogun

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As a work place trainer, delivering training to students for a unique and specific role, I use a version of PBL. As my course is only 2 weeks long and designed to get student ‘work ready’, I use real-world examples running a number of mini projects to familiarise students with processes and procedures but also give them the freedom to produce their own answer to a particular problem. Then they present their project at the end of the course. As the publication states the students develop a “deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project”

Rich

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When first researching this idea a lot of the articles focused on the benefits of this for use with medical students. I work with SEN students and thought this may be too high level activity for my students. However this article was useful as showed that this can be used across differing types of learners in a structured way. My students require structure do not have the confidence to work independently. We use project work and cross curricular activities to try and engage students to work independently and as part of small groups. In some ways a lot of the working styles with the students fit the ideals of this model.
Sarah

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I think PBL is effective for some of my learners, this was an interesting read as I often used problem based learning as a key learning activity within my sessions but used differently to what I have read. Problem based learning within my curriculum are activities that encourage learners to communicate when they need help or to initiate interaction as my learners have SEN. However, reading this article I see there is much more to PBL and actually the curriculum reflects this i some sessions- project based work. I think it is inclusive and student-lead and enables many skills to be embedded and developed within. It is something I would certainly like to see more of within my curriculum, however, it could be difficult to implement with some of my low level learners. Does any one know how to reference the PBS reading?                                                                                                                                                                                          Natalie

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Building learning power was an interesting read!. It looks as if its mainly student led and focuses on students learning to learn which is great. I think there needs to be more influence towards how a learner learns in education. It would help my learners to understand how they learn and how best to work with them. In my curriculum I think it would work good as a standalone session built into the timetable to help those who struggle, I think its good for that purpose but not as there main source of learning. My only concern is that by the session being student led this leaves the teacher as the facilitator which makes me think also is this something students could and should be doing in their own time to find out how they learn before they come to class. Is this something that should have figured out by GCSE time? Matthew

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I think that a knowledge rich curriculum is a good idea in theory,  however it all depends on your students and how much time you have to teach in my opinion. Timber technology for example can be a huge unit to teach nonetheless I only have so many weeks to deliver it. I have to teach what I can with the time I have, I can't break it down into really fine details and spend forever on it. On the other hand if there is a student who is far ahead and has a real passion for woodwork. He/she probably wouldn't be able to get enough information about different types of timber and this could work. I feel that students have to want to learn that way for this curriculum to work and in reality the majority of my students just want to know the main things to be able to go on-site and earn a wage. I think its excellent for an academic course where tacit knowledge may be very difficult to come across. It could help fill those blanks where they might not of had the experience yet.

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I think problem based learning (PBL) would be an excellent tool to be used within my curriculum (Carpentry). I think that its great that your projects have to be based off real life experiences, I think this is good for employability skills and great for student confidence. I also like the idea that you work with the student as they figure things out as opposed to imparting your knowledge. Its active learning and It puts learners in the driving seat! Matthew.

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PBL seems like it could be used within the healthcare environment well.  Students develop a deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project. This would apply well to the current teaching methods which look to engage learners in the hospital with real life and role play scenarios. Marcus

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I agree with the principle of adding elements of a digital curriculum to courses. In this modern age of the internet, mobile phones and information at the touch of a button, it would be amiss not to. There are problems that can arise from this though. It seems learners believe everything they read - 'Google is King' - and don't take the opportunity to investigate or question whether what they are being told is actually correct. Also, if organisations cannot accommodate giving their staff the CPD needed to understand the systems they are being told to deliver, this can lead to the breakdown of the relationship between the tutor / learner as both will feel they cannot use systems they are told they have to use. Nathan

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It still seems that although there is more and more debate with regard to the importance of Vocational learning as a branch for learners to follow, it is still classed as a route for those who are seen as less academic to follow. 'You're not very academic..why don't you learn a trade' is still something that I hear on a regular basis. Until Vocational learning is seen for its merits and the positives it can create, there will still be the already existing stigma that is has attached to it now. Nathan

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Problem Based Learning (PBL), could be used effectively when teaching drawing plans to scale. This skill is often tested at level 1 F/S maths with City & Guilds. Reading the article has given me an idea on how to next teach this topic. Utilizing a wall in the classroom as a kitchen wall and providing real dimensions of kitchen units and white goods, I could get my learners to work in small groups to come up with a design layout which would satisfy all the requirements. They would need to work together on changing real life dimensions to the scale provided on graph paper and to accurately draw up there design on the graph paper. At the end of the session, each group could then present there work to the class and discuss their findings and how they worked the real life dimensions to scale. Sylvie

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Having read 'Vocational - Debating the 1st principles of English Vocational Education,' my question is why hasn't the UK by now applied the same vocational education set up which the acclaimed german philospher, Georg Kerschensteiner implemented?  'The strength of the underlying philosophy and vision that Kerschensteiner set out is one of the reasons that Germany’s vocational education system has remained strong, stable and successful. This is a stark contrast to the rapid changes in the English system, which lacks these underpinning principles.' If something works well in practice, I don't see why we can't use it to our advantage. Is it our pride or is it other people wanting to make changes for the sake of wanting to create their own legacy, irrespective of what works best?  Sylvie

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Building Learning Power (BLP), is a skill that you need to apply when trying to solve a geometry question such as find the angle A. This is because a learner would need to ask themself, what information do I already know and how can I use this info to find out the answer. So, trying to encourage learners to learn how to ask themselves the right question in the first place, I believe is an invaluable technique to master.  Sylvie