This document summarizes LJMU's Strand 2 delivery of their PGCE program focused on vocational diplomas. It outlines their rationale for developing partnerships to holistically model diploma delivery. Their 2008-09 Strand 2 content included sessions on 14-19 developments and a diploma project weekend workshop. Participation was optional for applied learning trainees, with spare places offered to others. Outcomes were evaluated through completion rates, trainee evaluations, and evidence of functional skills and diploma planning in trainee portfolios. Barriers to quality assurance included lack of diploma knowledge and experience across consortia. Future delivery plans to further develop work placements and engage employers earlier.

1. LJMU Strand 2 Delivery Phil Duggan Deputy Centre Leader Centre for Secondary & Vocational Education p.duggan@ljmu.ac.uk

2. Introduction PGCE (11-16) routes in Art & Design Design Technology Information Technology Modern Languages Mathematics Physical Education Science PGCE (14-19) routes in: Applied Art & Design Applied ICT Engineering Leisure & Tourism Applied Science Slide 1.1

3. Slide 1.2 Rationale: Vocational Diploma Development Early recognition that for development to work it needed to: Follow TDA requirements for Strands 1 and 2. Holistic and varied. Model the delivery of diplomas within consortia. Develop and build on partnerships. Sustainable in the long term. Be supported by relevant experience on WRL placements. Facilitate the effective migration of Applied Routes to PGCE in Diploma status. Produce what we term a ‘Diploma Ready Teacher’.

4. Slide 1.3 Creating Partnerships Recognition that we can’t, and shouldn’t, do it alone or completely ‘in house’. Creation of 14-19 Project Managers post (0.5). Partnership with Liverpool Local Authorities 14-19 development team to share design and delivery of the programme. Strand 1 development for all PGCE trainees. Strand 2 development for trainees on applied routes in the first instance.

5. Strand 1: Specific delivery (2008-09) Strand 1 provision for all trainees consisted of: Two self study interactive resources on BlackBoard on: 14-19 Education. Overview of New Diplomas. A Professional Studies session/workshop delivered by Applied ICT trainees to the entire cohort on the ‘New Diploma Framework’ (25th November 2008). A Conference on Functional Skills and PLTS (3rd March 2009). Delivered by Liverpool Local Authority. Slide 1.4

6. Slide 1.5 Strand 2 Content (2008-09) 10 sessions at LJMU on 14-19 developments (September to December 2008). Delivered by LJMU Staff and Specialist Schools and Academies Trust. Bespoke training in the form of three twilight sessions (10/12/24 February 2009) delivered by Liverpool LA. Diploma Project Weekend Workshop (14/15 March 2009) delivered by Liverpool LA (“as creatives” team) focusing on creativity and applied learning. Diploma Work Placement for applied learning (15-26 June). One monitoring visit by LJMU staff per placement to assess applied learning. Offered to trainees met all the QTS standards.

7. Student selection The decision was taken that trainees would self-select themselves for the experience in the first instance. Where recruitment did not match allocations the spare places would be offered to trainees on the 11-16 routes as follows: Spare ‘ICT places’ offered to two year ICT trainees. Spare ‘Engineering’ places offered to DT trainees. Spare ‘Creative & Media’ places offered to DT trainees. Slide 1.6

8. Participation Figures for 2008/09 Slide 1.7

9. Paying the trainees It was explained to the trainees that the Strand 2 experience was a professional contract between themselves and LJMU. Each event was allocated a ‘participation payment’. Trainees were only paid for those events they attended. Full attendance at all events was required to receive the full £300.00 additional bursary. Slide 1.8

10. How do we know it worked? Delivery outcomes would be holistic in nature. Recruitment and completion rates. Evaluation by trainees. Evaluation by external agencies. Functional skills and Diploma planning evidenced in ‘units of work’ on QTS E-Portfolio. Trainee involvement in the delivery and assessment of applied learning in work based environments together with monitoring visits by LJMU staff. Slide 1.9

11. Impact and effectiveness of delivery Both formal and informal. OFSTED’s Initial Teacher Education inspection report (16/3/2009) which commented favourably on our use of innovative partnerships for being used well to enhance training opportunities. Trainee’s positive experiences at job interviews. Trainee involvement in departmental and consortia planning, often taking a substantive role in the process. Requests by schools, post-sixteen providers and training agencies for trainees to mentor pupils and staff, particularly in the development of function skills. Slide 1.10

12. Slide 1.11 Barriers to quality assurance Lack of confidence in diploma knowledge and skills in the teaching profession. Loss of trainees momentum. Diploma delivery in single schools. Lack of practical experience of delivery across a consortia. Lack of WRL placements. Lack of appropriately experienced mentors in WRL placements. Recognition of trainees as ‘experts’ on placements with effect on trainee workload and stress.

13. Future delivery Strand 2 provision to more effectively mirror collaborative working and a generic pedagogy. We wish to further develop our work experience placements. Engage employers at a much earlier stage in the planning and delivery of the provision. Enhance our mentor training to ensure that mentors are better able to support trainees in relation to Diploma teaching across the consortia. Expand simulated work related learning. We plan to offer a ‘mentoring scheme’ whereby our trainees enhance diploma pupils applied learning on a one-to-one basis. Slide 1.12

14. Prompts for discussion What are the features of a realistic Strand 2 experience? What should trainees be taught about the applied learning and how do we monitor and assess it? What capacity do we expect our trainees to develop as a Diploma Ready Teacher? Slide 1.13