BURTON COLLEGE SCHEME OF WORK Year/semester: 2011 / 12
Course/Programme: City & Guilds Generic Scheme (L1-L3). Originator of Scheme: Steve Davies
Tutor (where different from Originator of Scheme):
Week | Aims of session | Objectives of the Session | Outline and development of learning activities | Unit/ Module | Key Skills/ Skills for Life | Resources /Web Site /Refs | Assessment strategies | Feedback strategies | |||
INITIAL CONTEXT STATEMENT City & Guilds Generic Framework (Level 1-3). The course itself is based around a flexible learner responsive curriculum in which the students visit the City & Guilds website and download their own selected units. The structure of this course is ‘Open Framework’ in that it offers students a complete and varied choice of genre of photography they may wish to study. The aim is to allow accredited learning to take place that is both open and flexible. Students can choose to study an Award, Certificate or Diploma, these are all outlined in the Qualification Structure, which you can obtain from the websites listed below.(Course Leaflet supplied). All of this can be found on the City and Guilds website; www.cityandguilds.com/44062.html Candidate requirements for each assignment are clearly indicated on each City and Guilds Units once these are downloaded they are printed and used as reference points at all times.The course includes use of cameras and related accessories, studio and portable lighting, location photography, image capture and the portfolio presentation of images, from a variety of subjects either on the website or in printed portfolio format. ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses. The differentiation of learners and ‘Equality and Diversity framework’ is adhered to via the G.R.A.D.E.S criteria (gender, race, age, disability, ethnicity, sexuality). The teaching and learning styles that are employed in this scheme reflect the needs of the students. Rich and varied media can be used via the website, which can also embed text, video, photographs and audio recordings to allow students to express their individuality and preferred learning style to allow high achievement alongside enjoying the course. All students have to produce a website with all the normal support structure available at all times, also they are able to work in supporting sketchbooks. These books are then scanned and uploaded onto their blog websites where all feedback and grading can take place Functional skills have not got to be embedded or delivered with the adult 19+ classes. It has to be noted that the majority of this course involves adult learners and the ECM framework applies to a lower age group. There are occasions where younger learners do attend and so the scheme reflects that accommodation of differentiation and the ECM criteria. The safeguarding of students is of paramount importance to allow optimum achievement whilst on this course and all students are lanyard checked at the beginning of each session. The learner is the main focus within the framework of this scheme and all attendance is taken using an online Celcat system. It is vital that within the context of this scheme that you visit the main ‘Tutor Support Website’ which has all the course information within it as all 4 levels of this broader program broaden out from this website This site acts as a ‘central hub’ for all of the delivery of the course. From this site there is a direct RSS feed to all of the students who are also working on the same website system. This allows for global messaging visuals and videos to be sent to all students websites to allow connectivity and transparency of what is happening at all times within the course. The traditional lesson plans are now active entries which are automatically archived for reference and reflective practice. In this way each lesson can be reviewed by myself and the students allowing them to see at all times what past, present and future lessons will be. In real terms this means that all my ‘Lesson Plans’ are all ‘now online’ along with this ‘Scheme of Work’ outline and all supporting context statement as written here. This allows for a broad response from the students which can inform and direct improvements and faults within the course via a student voice feedback section on the student support website. I can update and respond quicker and adapt to changes better with all this information being online and transparent. Also the latest developments are taking place with the IT and Moodle 2 system with the embedding within the Tutor Website of direct links to this resource and also within each student website. This is so all the students have direct access to all of their resources right in front of them at all times. I have also obtained permission to use the college logo which has been approved to go onto each of my Tutor Support Websites . Moodle 2 is being updated with fresh material as well including a week by week lesson plan and this scheme. Other supporting information is being added on a rolling program of development. All students are linked to each other (and the Tutor Support Website) via a Following link as per social networking. This fosters peer feedback which is evidenced alongside tutor feedback. Self tracking of grades is done via an automated labeling stack which displays all blog entries next to the criteria being aimed for. This allows transparency of where they are within the course, and what needs more attention, and what they have sufficient value of. Ultimately this allows for high levels of high grades to consistently happen as it allows for efficient time management to happen naturally. It also allows this scheme to have clear objectives which are S.M.A.R.T, Specific, Measurable, Achievable, Realistic, and Time-bound. In this way students know what the lesson is before they even turn up and can prepare accordingly. This allows this to act as outlining the aims and objectives on a global level and not written on classroom boards or screens only. Assessment evidence is recorded in an ongoing strong ‘formative’ format on a blog website http://www.blogger.com. And allows feedback to be not only given but evidenced on a regular basis (with accurate times and dates as to when given) to encourage students to stretch themselves and achieve higher. Progression is accommodated for as the courses spans over level 1, 2 and 3 and all students are able to link and converse over the blogger network to view and comment on each others work to encourage progression. A part time level 4 City and Guilds program is now in place and allows for progression from the level 3. This is also an option for younger level 3 Extended National Diploma students to take advantage of as opposed to going to university. Student progress is reviewed very regularly not only via tutor tracking but self tracking and labelling via the student blog entries. This ownership of student learning allows and promotes the achievement of higher grades .The practice of online learning has opened up the possibility of Distance Learning Packages being developed within this area. And two students have recently completed this successfully over the summer holiday period. The next step for this City and Guilds course is in the future to open out into a ‘Creative Apprenticeship’ program under the new government directives.(This is currently being developed in time for Sept 2012). This will broaden the possible choices for young students who wish to approach the photographic industry with an early point of contact other than waiting until they have degrees before they experience the industry itself. More information will be added in a separate file for all this information, plus I am currently setting up a website to support this as well which will be linked into the College Website as well. | |||||||||||
1 3H | Introduction to course with clear guidance given on all of the units available. Also coverage of the course blogger methodology along with demo of how the assessment framework is embedded. Go through the ‘Generic Assignment paperwork’ and how it ties into the course content. Tour of facilities and health and safety guidelines. (ECM 2.2, 2.5, 3.2) | By end of lesson all students able to create a blogger account and visit C&G website. (ECM 4.1) The students explore the blogger site and design the front appearance. They also practice loading images and begin writing their first blog entries. | The group will begin their bloger sites / design. Also visiting the qualification handbooks, downloading pdf and unit specific information. Address and PC/ MAC issues and run through OS system. Participation in group discussion, listening, observing, note-taking, asking answering questions. | Unit Specific as chosen by students | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation range of cameras Label handouts sample images (prints or data projector) | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
2 | Power point of other photographers work / website links to aid research. Overview of cameras:- classifications & controls, multi function modes default auto settings , benefits of full manual control in producing images throughout this course. | Clear aims and objectives displayed and the blogger system on all computers. To begin to look at unit specific data and link to relevant research areas. Use of blogger media, images, video and links, and design cycle (ECM 4.1) | The group will begin their bloger sites / design. Also visiting the qualification handbooks, downloading pdf and unit specific information. Power point on depth of field and F stops to under pin learning / shutter speeds / ISO settings. Participation in group discussion, listening, observing, note-taking, asking answering questions Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector Computer Facility C&G qualification documentation range of cameras handouts sample images (prints or data projector) . | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
3 | Cameras and functions and controls theory and practical session to underpin learning. Overview/recap of cameras:-classifications & controls, multi function modes default auto settings , benefits of full manual controls. Lens based theory (mm) and practical along with light / lens practical (wide angle – telephoto). Colour temperature / light source theory and applications. | Clear aims and objectives displayed and the blogger system on all computers to ensure all learners can evidence these principles in their own blogs. To allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. | Power point on depth of field and F stops to under pin learning / shutter speeds / ISO settings. Continued work in this area, studio or location practical session to test theories. Participation in group discussion, listening, observing, note-taking, asking answering questions Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector Computer Facility C&G qualification documentation range of cameras handouts sample images (prints or data projector) | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
4 | Studio / Location Workshop ‘Principles, and effects of lighting’ including awareness & appreciation of photographic light quality, available light, supplementary light, colour temperature. Overview/recap of cameras:-classifications & controls, multi function modes default auto settings , benefits of full manual controls. | Clear aims and objectives displayed and the blogger system on all computers. Studio session will under pin all aperture and shutter speed control irrespective of what unit selection students are working on. It will add value to all learners work. To allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Studio photography session for whole group to raise awareness of facility and techniques and resources. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector Computer Facility C&G qualification documentation range of cameras handouts sample images (prints or data projector). | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
5 | Black History Month – Mixed Heritage Project To integrate the Mixed Heritage project into the framework of this course. Within the research that is done all students are to broaden their investigation to include photographers from other cultures and nationalities and community opportunities and events. When choosing models for portraits and fashion for example to allow for ethnicity in the reflection of the outcomes. | Aims to raise awareness of cultural diversity within the photography industry and the wider community. College ethos on Equality and Diversity. Blog work and reflective comments will be encouraged to appear in student work. Investigation of Mixed Heritage, culture, traditions, religion to appear as contextualised evidence throughout . | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | White board/data projector Computer Facility C&G qualification documentation range of cameras handouts sample images (prints or data projector) | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | The comments that are made to students are evidenced in the blogger posts live in each one to one. This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
6 | Application of techniques to chosen unit specific selections. Studio or location practical application and continued research/ blog development. Photoshop / toolbox and techniques – various topics. Examples and demos given to students. | Clear aims and objectives displayed and the blogger system on all computers. To allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. Students apply techniques to their own work and evidence on screen software use via screen grabs. | Participation in group discussion, listening, observing, note-taking, asking answering questions Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
7 | Studio or location practical application and continued research/ blog development. Photoshop / toolbox and techniques – various topics. Demonstration given via whiteboard to show examples of digital manipulation, cropping and adjusting, layer adjustments to suit themes. Application of techniques to chosen unit specific selections. | Studio and location photography ongoing development to allow evidence of principles through own practical session and photography. Recording of technical Meta Data to aid successful outcomes. Students apply techniques to their own work and evidence on screen software use via screen grabs. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation. Photoshop handouts. | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. | |||
SUPPLEMENTARY CONTEXT STATEMENT (if required) | |||||||||||
8 | Studio or location practical application and continued research/ blog development. Photoshop / toolbox and techniques – various topics. Targeting of criteria and tracking systems session to ensure all blogs posted and up to date. Application of techniques to chosen unit specific selections. | Studio and location photography ongoing development to allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. Students apply techniques to their own work and evidence on screen software use via screen grabs. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation. | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. | |||
9 | Application of techniques to chosen unit specific selections. Studio or location practical application and continued research/ blog development. Targeting of criteria and tracking systems session to ensure all blogs posted and up to date. | Studio and location photography ongoing development to allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. Students apply techniques to their own work and evidence on screen software use via screen grabs. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation. Flip Video camera to aid one student who has Dyslexia. (support requested not yet in place) | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. | |||
10 | Application of techniques to chosen unit specific selections. Studio or location practical application and continued research/ blog development. Photoshop / toolbox and techniques – various topics. Targeting of criteria and tracking systems session to ensure all blogs posted and up to date. | Clear aims and objectives displayed via the blogger system on all computers. Studio and location photography ongoing development to allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation. Flip Video camera to aid one student who has Dyslexia. (support requested not yet in place) | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. | |||
11 | Guest Lecturer visit in HE lecture theatre YET TO BE CONFIRMED BUT RELEVANT TO COURSE Discuss and critically analyse his work against their own via critical vocabulary to identify value that can be added to their own work. To have all learners comment on each others work via blogger. This will help students decisions in selecting photographs for their own final work. Targeting of criteria is ongoing and learner self tracking systems. Add value to own reflective blogs on own website about own work / others and guest lecturer as appropriate. | Clear aims and objectives displayed and the blogger system on all computers. Aim is to allow all students to label blogs correctly against criteria as requested per specific unit. Feedback to be obtained from peers to help identify student’s own best work. This is a form of group critique to inform each student. Use of ‘critical vocabulary’ to describe what you are seeing in guest lecture work and elements that appear in their own photographs. Helped via research and critical analysis handout. | The group participate in a group critique of work online via blogger to help and inform decision making of thematic images per unit. Guest lecturer discussion and critical analysis / feedback to other students. Self tracking and ownership of learning encouraged Tracking via criteria has allowed for improvement and attainment to be evidenced. Learners are able to take control of their own learning and know where they are exactly within the framework of the course. Continued photography and research and blog entries / tracking of criteria / labelling blogs can also develop in this session. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Research pertinent to guest lecturer when confirmed ,books on table for students to refer to. Plus mp4 video file of whole lecture. Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation. | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable on going self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. Spare pdfs of all City & Guilds Units. | |||
12 | Targeting of criteria and tracking systems session Application of techniques to chosen unit specific selections. Studio or location practical application and continued / re shoots where required. research/ blog development. Continued Photoshop / toolbox and techniques – various topics. Printing and output file sizes and techniques. Targeting of criteria and tracking systems session to ensure all blogs posted and up to date. | Clear aims and objectives displayed and the blogger system on all computers. Continued feedback encouraged from last session. Final selection of images and more studio and location photography arranged to supplement final selections/ reshoots Students apply techniques to their own work and evidence on screen software use via screen grabs. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. Spare pdfs of all City & Guilds Units. | |||
13 | Printing of portfolios,review of all labelled criteria on blog website to ensure all criteria met for units chosen. Continued Photoshop / toolbox and techniques – various topics. Printing and output file sizes and techniques. Targeting of criteria and tracking systems session to ensure all blogs posted and up to date. | Clear aims and objectives displayed and the blogger system on all computers. Demo of all different types of portfolios from previous students. Printing methods and on screen presentation methods compared and contrasted / Unit specific. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. Spare pdfs of all City & Guilds Units. | |||
14 | Printing of portfolios, review of all labelled criteria on blog website to ensure all criteria met for units chosen. Continued Photoshop / toolbox and techniques – various topics. Printing and output file sizes and techniques. Targeting of criteria and tracking systems session to ensure all blogs posted and up to date. | Studio and location photography ongoing development to allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. Students print out portfolio prints either at college or outsource to a professional lab dependent on unit criteria. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. Spare pdfs of all City & Guilds Units. | |||
15 | Printing of portfolios, review of all labelled criteria on blog website to ensure all criteria met for units chosen. Continued Photoshop / toolbox and techniques – various topics. Printing and output file sizes and techniques. | Studio and location photography ongoing development to allow evidence of principles through own practical session and photography. Recording of technical data to aid successful outcomes. Students print out portfolio prints either at college or outsource to a professional lab dependent on unit criteria. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification documentation. | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. | |||
16 | Final critique of all work, hand in all portfolios and sign of work as own. Final checking of criteria and tracking systems session to ensure all blogs posted and up to date. All work to be on CD as well with each theme in its own folder with both original and PSD photoshop versions of every image to allow authentication and avoid plagiarism. | Group discussion on final photography portfolios and websites. Also final check on criteria of units to ensure students have self tracked successfully. Target any missing criteria and blogs entries checked that they all are labelled. | Participation in group discussion, listening, observing, note-taking, asking answering questions. Final check of all criteria/ tracking / labelling blogs to meet learning outcomes. (ECM 3.4) All student work handed in with portfolios and DVD / CD with all original and PSD versions. | Unit Specific | N/A as ECM framework applies to 16-18 | Websites to list, Cameras / computers /software /cables and fully equipped studio / lighting. White board/data projector C&G qualification. | Criteria based system tracked via labels on each blog entry. The learners control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one. Spare pdfs of all City & Guilds Units. | |||
