Curriculum Strategy 2021-25

Curriculum Strategy 2021-2025

Delivering a New System of Learning ‘To provide students with an outstanding learning experience, education and skills development to support them into higher levels of study and employment’.

01

<<<<

Curriculum Strategy 2021-25

Content 1. Foreword

02

2. Introduction

03

3. SRC Vision, Mission & Values

08

4. Curricular Goals

09

4.1 Developing Excellence

11

4.2 Nurturing Excellence

11

4.3 Delivering Excellence

12

5. Guiding Principles & Strategic Drivers

13

5.1 Curriculum Guiding Principles

13

6.0 Key Enablers

14

6.1 Education & Student Experience

14

6.2 Stimulating Learning Environment

21

6.3 Staff Potential & Performance

24

6.4 Community & Business Partners

27

Concluding Comments

30

>>>>

Curriculum Strategy 2021-25

02

Foreword The Further Education sector is the main provider of professional and technical education and training in Northern Ireland and has a significant role to play in raising the skill levels in the region. Colleges are key players in the draft Industrial Strategy, ‘Economy 2030’ and the Programme for Government. Further Education is vital to Northern Ireland economic growth and productivity. Embedding a digital first culture and investing in digital skills will be critical in responding to the Skills Strategy and supporting the Northern Ireland course to post COVID-19 recovery.

Southern Regional College (SRC) is well placed to provide learners, employers and the local community with a world-class facility to satisfy all their educational needs and to realise its aim in establishing a reputation for outstanding quality in teaching, training and business support, not just within Northern Ireland but nationally and internationally.

The long-term vision of the College is based on the desire to provide relevant and meaningful vocational learning opportunities, delivered through quality and innovative teaching, which is informed by effective quality improvement planning. This vision complements the strategic aim for the sector as laid down in ‘Further Education Means Business’ and is further amplified through the College’s mission statement, aiming to transform lives through meaningful and enjoyable learning experiences.

This strategy has been authored in the context of global pandemic (COVID-19) which has impacted on the delivery and the development of many curriculum initiatives. The Youth Training & Apprenticeship Strategy and the reform of vocational qualifications has not progressed at the pace first envisaged in the previous Curriculum Strategy. The new skills strategy also highlights the important role that Colleges will play in addressing skills shortages at mid-tier levels (Level 3-5) and supporting lifelong learning for those in employment, those seeking employment and those facing barriers to education and training.

It is in the context of these key strategic developments that this Curriculum Strategy has been updated, and will continue to be reviewed annually to reflect the changing landscape during the ongoing challenges faced by the pandemic and post pandemic. FE Colleges will be instrumental in economic recovery and SRC will continue to play its role alongside the other regional colleges in supporting the transformational programme led by DfE.

03

<<<<

Curriculum Strategy 2021-25

2. Introduction

This strategy sets out SRC’s key curricular priorities over the next four year period.

These priorities are strongly influenced by a number of ‘external’ strategies developed by the Department for the Economy (DfE) and should be read in conjunction with these.

These include: •

Further Education Strategy;

•

Youth Training – ‘Generating our Success’ ;

•

Apprenticeships – ‘Securing our Success’ ;

•

Higher Education – ‘Graduating to Success’ and ‘Access to Success’;

•

Northern Ireland Skills Barometer -July 2019;

•

UUEPC Belfast City Region Future Skills Needs;

•

A Skills Strategy for Northern Ireland – Skills for a 10x Economy;

•

10 X Economic Strategy.

The College aims to address three important areas through its curriculum offering and business support activities.

1. Economic development through the provision of courses designed to meet the needs of the local and regional economy.

2. Personal development through lifelong learning opportunities for further study and learning at all levels in preparation for working life.

3. Social inclusion – providing opportunities for all, including those who face barriers to education and training.

Curriculum Strategy 2021-25

>>>>

Excellent Learning Experience For All

04

05

<<<<

Curriculum Strategy 2021-25

This Strategy supports all of the strategic aims of the College but in particular: Provision of a relevant and meaningful curiculum portfolio

Excellent learning experience for all

To place the College

To provide an excellent

Flexible business solutions that improve competetitiveness and productivity

at the heart of lifelong

experience for all

To support local and

learning within the

current and prospective

regional economic

region in order to

learners supported

development through

strenghen economic and

through high quality

the provision of flexible

workforce development,

and effectve learning

business services and

to enhance social

support services.

training solutions

cohesion and to advance

aimed at improving the

individuals' skills and

competitiveness and

learning

productivity of new and existing businesses.

It is also significant to note that the Department of Education and the Department for the Economy have committed to reviewing the wider 14-19 provision through the 14-19 ‘Transition to Careers’ project. This programme of work now seems to have gathered some momentum but arguably not yet with the priority required in the previous curriculum.

The outcomes of this programme of work are likely to impact on the future role of further education, our core activity, as well as the College’s School Partnership Provision.

This Curriculum Strategy will therefore be further revised to reflect any key strategic developments that arise from the 14-19 programme.

The strategy continues to reference the new Skills Strategy and Skills Barometer which highlights the importance of skills and talent development as part of a new economic strategy particularly at mid-tier levels. In addition, the transformational change required in increasing the skills levels of Northern Ireland’s workforce is articulated further through the new 10x Skills Strategy. The need for a higher level skilled workforce, promotion of lifelong learning and steps to address the projected skills gap in key priority sectors has informed College curriculum developments, including the need to expand our higher-level provision.

Curriculum Strategy 2021-25

>>>>

The new system of learning that was originally envisaged through the implementation of the youth training and apprenticeship strategies whilst not yet fully in place, will take a significant step forward during the lifetime of the strategy with the new Traineeships and Advanced Technical Awards being introduced in September 2021. The College remains committed to working with DfE to deliver the vision of a new system of learning based on distinctive progression routes from Level 2 through to Level 5 (Figure 3). These developments will potentially transform a significant element of our core provision including further education, training, and apprenticeships. As such, it will be necessary to review this strategy annually alongside the strategic Faculty Development Plans to ensure that they adequately reflect changing priorities and developments.

The Advanced Technical Awards (Advanced Techs) are being introduced to enhance the existing level 3 offering within Colleges to ensure that they better reflect the knowledge and skills required for progression to employment or further study.

•

The Advanced Techs will be introduced across a wide range of vocational sectors including those already delivered within Colleges and in new areas deemed relevant to the future needs of the NI economy.

•

The Advanced Techs aim to provide work placement and PBL consistently within vocational qualifications.

•

They will track and map transversal skills in an integrated way and use naturally occurring evidence to support performance levels. The emphasis on these elements is important to business and industry, who commonly comment that those leaving education are not work ready and frequently do not have the skills necessary to make the transition easily.

•

The Advanced Techs will also focus on harnessing the use of blended learning to support delivery and assessment as well providing opportunities for participants to develop a range of digital skills relevant for the world of work. This will also be one of the significant strategies in developing digital literacy skills.

•

The Advanced Techs will have a common agreed framework irrespective of vocational area, in terms of allocated hours and key components of the programme across all Colleges.

•

The Advanced Techs will become the gold standard in level 3 vocational education and training for progression to employment and higher education.

06

07

<<<<

Curriculum Strategy 2021-25

External Influencers

The alignment between the strategic external drivers, enablers and our core curriculum activities is summarised in Figure 1.

Skills Strategy

Youth Training ‘Generating our Success’

Further Education Strategy

Higher Education ‘Graduation to Success’ ‘Access to Success’

External Quality Assurance

‘Securing our Success’

Careers Strategy

Entitlement Framework

Core Curriculum

QAA

Awarding Bodies

Apprenticeships

WBL Including Traineeships TFS

Apprenticeships Including Higher Level Apprenticeships

School Partnership Programme

Further Education Including Advanced Technical Awards

Higher Education

Enablers

ETI

Education & Student Experience

Stimulating Learning Environment

Staff Potential & Performance

Community & Business Partners

Curriculum Overview, Student Services & Marketing, Skills Competitions, PBL/enterprise and employability inclusive curriculum and International

Estates, LRC, Digital & Virtual Campus

HRD & Q&P Functions

External & Business Engagement

It is evident that the FE sector together with other areas of the public sector will continue to face significant fiscal challenges over the lifetime of this strategy. Therefore, the College will need to make key strategic decisions on ‘what,’ ‘where’ and ‘how’ our curriculum is delivered with specific emphasis on creating flexible remote delivery models using technology. This will require a refocus of internal resources in order to shape the digital future of curriculum provision.

The College will provide a curriculum that maximises the potential of every individual. SRC will do this by being agile and innovative in our delivery models and ensure knowledge and skills reflect current and future industry practice.

Curriculum Strategy 2021-25

Our Vision “To be the provider of first choice for professional and technical education and training in the region – prized by individuals and employers.”

Our Mission “To positively transform lives through meaningful and enjoyable learning experiences.”

Our Core Values 1. Putting the learner first 2. Working together to achieve more 3. Striving for excellence

>>>>

08

09

<<<<

Curriculum Strategy 2021-25

4. Curricular Goals

The following section sets out our key curricular goals for the period 2021-25 together with specific actions and initiatives that will be progressed in support of these goals. These goals support the College’s overall strategic aim:

Provision of a relevant and meaningful curriculum portfolio to place the College at the heart of lifelong learning within the region in order to strengthen economic and workforce development, to enhance social cohesion and to advance individuals’ skills and learning.

Our key curricular goals have been presented within a strategic framework, where our core value of ‘striving for excellence’ will be realised. This framework used the following three strands:

1.

Developing Excellence

2.

Nurturing Excellence

3.

Delivering Excellence

The programme of work that follows is summarised on the following pages.

>>>>

Curriculum Strategy 2021-25

Developing Excellence

Nurturing Excellence

Government strategic priorities

Outstanding in all curricular areas

College estate

Effective systems of self-evaluation

Employer engagement

Highly qualified and experienced staff

Effective pedagogic support

Learner resilience

10

Delivering Excellence Flexibility of College delivery models Traineeship and Apprenticeship Appropriate curriculum offer Clear progression pathways Digital and virtual campus International engagement Work placement standards PBL, enterprise and innovation

Relevant & Meaningful Curriculum Portfolio

11

<<<<

Curriculum Strategy 2021-25

4.1 Developing Excellence 4.1.1 To recognise government strategic priorities in the design, development, and delivery of the curriculum.

4.1.2

4.1.3 To ensure that the new College estate will be utilised to support the implementation of more ambitious innovation in the delivery of curriculum.

4.1.4

To increase the level of employer engagement to inform and

To provide effective pedagogic support for all lecturing

influence the design and delivery of professional and technical

staff through an appropriately resourced, professional

qualifications at all levels and across all areas of the curriculum.

development programme. To be fully successful, staff need to embark on a degree of reframing of their teaching and support methods in order to learn new approaches.

4.2 Nurturing Excellence 4.2.1

42.3

To be recognised regionally, nationally, and internationally

To maintain and support a highly qualified and

as outstanding in all curricular areas

experienced staff.

4.2.2

4.2.4

All courses (both full-time and part-time) will be expected to

To develop learner independent study and research skills,

demonstrate the use of effective systems of self-evaluation

information literacy, motivation and resilience.

and quality improvement planning.

>>>>

Curriculum Strategy 2021-25

12

4.3 Delivering Excellence 4.3.1

4.3.6

To improve the flexibility of College delivery models through

To address digital inequalities and barriers for vulnerable

increased use of technology enhanced learning including the

learners when planning the delivery of learning.

implementation of a Virtual Campus.

4.3.2

4.3.7 To maximise opportunities for international engagement

To ensure as many learners as possible are retained through

for both staff and students, to embed best practice.

the duration of their course e.g., Yr. 1 to Yr. 2 and that internal progression from one level to the next is maximised.

4.3.8 4.3.3 Work Placement Standards - The College recognises the To embed the new system of learning envisaged through the Traineeship and Apprenticeships strategies and to enhance learning opportunities made available through Project Based

need for our students to develop the skills, knowledge, competence and confidence required to progress towards and into sustainable work.

Learning (PBL) and use of competitions.

4.3.9 4.3.4

Enterprise and Innovation - It is important that the College develops and supports a creative and entrepreneurial mindset

To provide an appropriate curriculum offer at a regional level to support the needs of both learners and employers.

for Northern Ireland. The College will ensure resource is made available to develop enterprise for staff and students.

Opportunities to develop enterprise skills will be included within CPD sessions and within curriculum activities for students.

4.3.5

4.3.10

To revise the curriculum offer to provide clear progression pathways for learners, thus enabling them to progress to the next

To embed international best practice deployed by WorldSkills

level of education or training (either with us or with a partner

competitions through participation in the Centre of

provider) or to have secured relevant sustainable employment.

Excellence initiative.

13

<<<<

Curriculum Strategy 2021-25

5. Guiding Principles & Strategic Drivers The principles set out below reflect the dual role that the College is expected to play in supporting economic growth & social inclusion.

5.1 Curriculum Guiding Principles These principles will be applied during the annual

5. Demand - The annual curriculum offer must be

curriculum planning process, when reviewing the

supported by a demonstrable need from learners at

existing qualifications, approving new qualifications

a local level. All provision will have suitable delivery

and deciding on delivery location.

models to meet the needs of the client base including

The guiding principles are: 1. Economic Relevance - The College is committed to providing professional and technical provision at level 2 and above in areas that will support the rebalancing and rebuilding of the Northern Ireland economy.

Local economic information combined with the DfE Skills Barometer will also be used to inform where curriculum is offered across campuses.

2. Supports Social Inclusion - The future curriculum provision will be broad in nature, aimed at meeting the needs of a wide variety of learners and will be open and available to all.

3. Community Outreach - The College’s community outreach provision will be targeted at those underrepresented groups including those living in areas of social deprivation and will be focused on helping participants to secure employment and to improve their life chances.

4. Quality - The curriculum offer will be dependent on ongoing quality performance. Courses where student retention and success do not meet the required standards will be removed from the College’s offering.

technology-based learner platforms.

6. Resourcing - The College must examine the implications of the introduction of any new curriculum. In this regard, proposals for introducing new curriculum will be assessed against several factors including economic relevance, staffing expertise and physical resource requirements.

7. Addresses Literacy and Numeracy Deficits - The College remains committed to raising the literacy and numeracy competency of the wider population including provision of English language skills for those where English is not their first language.

8. Supports Progression - Qualifications (both full-time and part-time) must offer clear progression pathways from level 2 through to level 6 supported through well structured learner planning.

9. Recognised Qualifications - Qualifications chosen must sit on the Recognised Register for Qualifications.

The College is also committed to establishing the most relevant qualifications for each sector of the economy and the wider community.

10. Higher Education Partners - Maintain a suitably diverse range of HE partners to ensure maximum flexibility when developing level 4 – 6 provision.

>>>>

Curriculum Strategy 2021-25

14

6. Key Enablers

6.1 Education & Student Experience The College will provide a distinctive, accessible and

experiences, which prepare our learners for life and work.

innovative educational learner experience. The curriculum

The further education sector has a pivotal role in up-

will be co-created in partnership with students and

skilling and re-skilling the workforce to meet the skills

industry and co-delivered on campus, online and in the

needs of employers and hence contribute to growing the

workplace. This will be focused on real world, value added

economy.

6.1.1 Curriculum Overview A relevant and up to date curriculum that is informed by

3. Expand the portfolio of full-time and part-time higher

real world and professional practice will be underpinned

education courses from level 4-7 as per the Higher

by an outstanding learning and teaching experience for all

Education Roadmap.

participants.

4. Expand the offering through the new Apprenticeship

In order to meet the need for higher skills provision, the

system at level 3 and above, including Higher Level

College will develop clear progression pathways across all

Apprenticeships in locally relevant sectors.

areas in line with the progression pathways set out in Figure 3.

1. Encourage progression from level 2 and onwards from level 3 to appropriate HE/HLA provision.

2. Ensure that mainstream further education provision

5. Increase opportunities for lifelong learning and flexible delivery models through the College’s Virtual Campus.

6. One of the key guiding principles that will be used in determining our curriculum offer and supporting

at level 3 is suited to the needs of industry, maximises

qualifications is the need to ensure that we are able

the use of project-based learning, and fully embeds

to provide relevant and well-structured progression

transferrable skills necessary for progressing into the

pathways from level 2 – 6.

world of work.

<<<<

15

Curriculum Strategy 2021-25

Figure 3: Progression Pathways

Vocational FE Pathway part-time

Vocational FE Pathway full-time

Apprenticeship Pathway

LEVEL 1

SKILLS FOR YOUR LIFE

LEVEL 2

APPRENTICESHIPS

Skills For Work

at Level 2 Employed Route

FURTHER EDUCATION

NI TRAINEESHIPS

Level 1 Provision Prince’s Trust Team Fresh Start

Non Employed Route

Southern Regional College

College & University in Partnership

LEVEL 3

LEVEL 4-5

APPRENTICESHIPS

HIGHER LEVEL APPRENTICESHIPS

at Level 3 Professional & Technical on/off job training – competence-based, skills-based & knowledge-based

Professional & Technical on/off job training – competence-based, skills-based & knowledge-based

FURTHER EDUCATION

FOUNDATION DEGREE

E.g. BTEC Level 3 Diploma City & Guilds TechBac A Levels Adult Access

Higher Education Qualification Combining academic & work-based learning

LEVEL 6 & ABOVE

HIGHER LEVEL APPRENTICESHIPS at level 6 & above

Professional & Technical on/off job training – competence-based, skills-based & knowledge-based

HONOURS DEGREE Higher Education Qualification

BESPOKE PROJECTS Delivering qualifications from Entry Level to Level 2 designed to address barriers to employment and progress learners into employment or further education or training

FURTHER EDUCATION

FURTHER EDUCATION E.g. Adult Access

HIGHER EDUCATION Qualification Combining academic & work-based learning

HONOURS DEGREE

Higher Education Qualification

SUSTAINED EMPLOYMENT

College & Training Organisation in Partnership

>>>>

Curriculum Strategy 2021-25

16

The progression pathways created

Advanced Technical Awards, has the

New curriculum developments and

under our new curriculum offer will

potential to transform the system of

resources will be in areas aligned to

allow learners to progress upwards

learning and to raise the skills levels

the key actions identified within the

or alternatively move across from

of those in work and those entering

new Skills Strategy.

one pathway to another depending

the world of work. The College will

on their personal circumstances

continue to assess the needs of local

and employment status. Figure 3

companies and to respond through the

illustrates the two main vocational

introduction of new Apprenticeships.

pathways provided, together

The College remains committed to widening participation of learners, including those with learning difficulties and disabilities, those

The growing sectors of the Northern

from underrepresented groups in

Ireland economy will also require an

society and those not in employment,

increased number of skilled workers

education, or training (NEETs).

with qualifications in STEM subjects,

The College’s Inclusive Curriculum

and other priority areas that are

Strategy aims to provide a relevant

essential to the rebalancing and

and fit for purpose curriculum offer to

rebuilding of the economy. The DfE

meet the needs of these learners. The

Skills Barometer has identified the

key elements of the strategy include

The College will further expand Higher

need for higher skills in our workforce

our commitment to inclusivity for all.

Level Apprenticeship provision to

particularly at level 3-5. A substantial

accommodate more industry sectors

proportion of the College HLA

and enable progression in particular

developments will continue to focus

to level 6 in Science, Mechatronics,

on STEM. The College will also use the

Digital Construction and Computing.

STEM Assured Programme to assess

with horizontal and longitudinal movement between qualifications from level 2-6. The academic pathway of GCSE and A-Level is well recognised and understood, however this cannot currently be said of vocational qualifications.

Essential Skills will remain core to the College’s curriculum offer for the near future. A review of Essential Skills will also be carried out during

our strategic offering and capacity in all priority areas and to formulate a clear STEM development plan across individual faculties.

Under the new Apprenticeship Strategy, apprenticeships will cover a greater number of professional and technical areas defined by the needs of the economy. Employers, through the sectoral partnership forum, will play a lead role in defining need and the qualifications that will underpin any apprenticeship at level 2 and above.

the life of the strategy. The College

The College also recognises the need to

It is critical that the regional colleges

has embarked on a project to use

work in partnership with both Armagh

work together to ensure that we can

technology to improve accessibility

City, Banbridge and Craigavon Borough

influence, inform, and advise on the

and efficiency in delivery of ES

Council and Newry, Mourne and Down

future qualifications that will underpin

numeracy and literacy. This will be of

Council to ensure that our curriculum

apprenticeships.

most benefit to community provision.

plans are aligned to the employability

ICT ES provision has been reduced and

and economic development priorities

will continue to do so as other more

within both council areas. It will

relevant digital skills development

therefore be necessary to keep existing

opportunities emerge.

provision under review and to be open

The development of Higher Level Apprenticeships, combined with the new Traineeship system and

to the need to restructure and realign the curriculum offer at a regional level to respond to the future skills needs and priorities.

Curriculum Hubs, established by DfE to lead on key curricular developments, have now been well established. As the identified hub for Science, SRC will continue to support key curriculum developments across all levels of Science provision.

17

<<<<

Curriculum Strategy 2021-25

Over the lifetime of the strategy the College aims to: 1. Work in partnership with the other regional colleges through the sectoral partnership forum to support the development of apprenticeships in a range of professional and technical areas.

2. Use our Business Support and Innovation team to conduct wide ranging programmes of engagement with local business and industry, to inform and encourage participation in the new apprenticeship system.

3. Establish two higher education centres as part of the wider estates plans in Craigavon and Newry.

4. Work with the Open University and other HE partners to enable the introduction of Foundation Degree courses providing top up to level 6 (Degree) in the areas highlighted in table 1.

Table 1: Top Up to Level 6

Applied Industrial Science

Health Care Operative

Computing

Digital Construction

Mechatronic Engineering

Sports Management

Digital Marketing

Fintech

Product Design & Manufacturing

Data Analytics

Automotive Technical Management

Music

The above will also serve to underpin HLAs/Degree Apprenticeships and part-time degree provision as appropriate.

5. Work in close partnership with the Southern Area Trust to establish a portfolio of HE provision across a range of skills sectors required by the Trust e.g., Nursing, Business Administration and Hospitality.

6. Participate in the North East Alliance for Further and Higher Education and explore articulation pathways with Dundalk Institute for SRC students.

The College is committed to using the Foundation Degree qualification as its primary intermediary higher level qualification. The College recognises that there are simply too many different Foundation Degrees used across the six regional colleges and as such is committed to working with our fellow Colleges in rationalising the number of degrees used. The College will also review any recommendations or policy changes emerging through the DfE ‘HE in FE Review’ exercise currently underway.

>>>>

Curriculum Strategy 2021-25

6.1.2 Student Services & Marketing

The Student Services team have achieved the Matrix Quality Standard in January 2021. Student Services staff strive to provide quality, coordinated services that are student focused and integrated with those of the wider community. This is achieved through continued commitment to equality, diversity and sustainability, and by being responsive to change through investing in and utilising the skills and knowledge of our staff.

This section provides an award winning service to all learners through: •

Engaging, through a well developed admissions process, with all students from pre-enrolment through to registration as part of the GPEAS process;

•

Providing one-to-one support in addition to the tutorial programme and giving advice on issues such as career progression, welfare, finances, and travel;

•

Handling safeguarding issues that are reported and liaising with relevant authorities when students that may be at risk are identified;

•

Providing careers education, information and guidance to positively support students to acquire the educational, social and employability skills necessary for lifelong success in a diverse and changing world of work;

•

Offering dedicated support to students who have hearing, visual or physical impairments, and providing specialist advice for students with specific learning difficulties, such as dyslexia and dyspraxia;

•

Support for students in a post pandemic period with a specific focus on adjusting to a return to College life, wellbeing and addressing lost learning; and

•

Giving advice on all aspects of employability and work-based learning to help equip the student with the skills and expertise they will need to stand out in the employment market.

18

19

<<<<

Curriculum Strategy 2021-25

6.1.3 International

6.1.4 Skills Competitions

The External Funding and International Affairs

The College uses skills competitions to enhance

Team (EFIAT) aims to promote an outward and

the curriculum materials and improve the

forward looking College through the development

teaching and learning experience for students.

of international links providing opportunities to

We will use skills competitions to drive up the

support staff, students and knowledge exchange.

quality of teaching and better prepare young

The College recognises the importance of broadening the learner’s experience through work-based learning and international placement, as well as exposing them to different learning and cultural activities. Through international placements and exchanges with institutions in other countries, we enhance the learner experience and the professional development and industrial knowledge of our staff. The College will continue to explore the use of Erasmus+ through the support of the Irish Government and the UK Turing scheme.

people to meet employer needs.

By encouraging students and staff to participate in skills competitions, the College will make tangible, positive differences to SRC learners in their technical education and transform their outcomes particularly for those from disadvantaged backgrounds. It will promote and advance technical learning which as a result will provide employers with a more highly qualified, high performing workforce. Skills competitions will be used to support synoptic end point testing within Traineeships and will also be encouraged as a core component on all Advanced Technical Awards.

>>>>

Curriculum Strategy 2021-25

20

6.1.5 PBL, Enterprise & Employability The opportunities afforded by curriculum development within the new Traineeships and Advanced Technical Awards presents the landscape for a further embedding

We will achieve this by: •

in industry, for example via industry placements, live

of Project Based Learning (PBL). This is a dynamic

briefs, and collaborative projects as part of Project

approach to learning and teaching in which students

Based Learning which will be fully embedded across all

explore real world, industry based problems and challenges. This methodology enables students to gain knowledge and skills by working for an extended

mainstream courses.

•

to participate in a range of placements and learning

problem or challenge. It is through this type of active obtain a deeper knowledge of the subjects they are

opportunities.

•

so they can provide quality education and inspire young

to future employment. In a PBL project, students can

people to develop a passion for skills and build their

build on employability, enterprise and transversal skills management skills.

We will: •

and supports student success.

•

Provide a range of complementary opportunities which leaners recognise as contributing to the development of their skills, attitudes, personal competencies and attributes through work placement and PBL.

•

Recognise the importance of broadening the industrial knowledge of staff and learners experience through work-based learning, international placement and allowing them to experience different learning and cultural activities.

•

Provide staff and students with the opportunity and support to participate in skills competitions at a regional, national, and international level.

•

knowledge and confidence.

•

Provide a range of student support facilities and services to enable learners to achieve their very best and enjoy and develop from time spent at the College.

Providing opportunities for industry to be partners in the design and delivery of our courses.

•

Gaining accreditation in Autism, Driving Change for Young Carers and become a Trauma Informed College.

Deliver an economically relevant curriculum offering, that is informed by real-world engagement

Enabling staff and students to participate in skills competition that will support the development of staff

studying and to develop a wider range of skills relevant

such as communication, teamworking, digital and self-

Developing a network of international partnerships that provides staff and students with opportunities

period to investigate and respond to a business related and engaged learning, students will be inspired to

Providing students with relevant experience of working

Measures •

Student outcomes and progression.

•

Quality of teaching and learning.

•

Learner feedback.

•

Stakeholder engagement and feedback.

•

Secure funding applications to facilitate international mobilities per annum.

•

Students completing international placement opportunities annually.

•

Staff completing international mobilities annually.

•

Support the Community Team in securing new sources of funding per annum.

•

Sign MOU with new international partners annually.

•

Meet annual targets set by the sector International Working Group.

•

Deliver intercampus skills competitions.

•

Enter SRC students in NI skills competitions.

•

Support SRC students to participate in UK competitions.

21

<<<<

Curriculum Strategy 2021-25

6.2 Stimulating Learning Environment

6.2.1 Online e-Campus We are currently in a fourth industrial revolution driven

each other and students about these differing methods of

by technology. The evidence from our current experience

delivery, in more consistent, more easily understood ways.

of rapidly changing technology indicates that we will continue to be in an ever-changing environment. Northern Ireland’s workforce needs new skills to enable them to thrive in this environment of constant change. New technology will continue to enable more remote working, leading to a global marketplace. Our ambition is that by 2023, 30% of our learning approach will be online. This means that learning will be conducted through digital approaches, using our VLE platform. This may be a whole qualification supported only by tutorial, a module as part of a qualification, several lessons within a module or assessment. The sector, level, qualification and student will determine what the most suitable approach is.

This will mean lessons are online and structured into a learning path with learning objectives.

Significant learning has been established when College curriculum delivery needed to respond to the challenges posed by the Covid-19 pandemic to ensure business continuity. It is proposed that during the first two years of this strategy that appropriate technology platforms are used to design and create a SRC e-Campus to support the drive for remote (blended) flexible course delivery models. Please also refer to: https://www.qaa.ac.uk/news-events/news/ qaa-publishes-building-a-taxonomy-for-digital-learning#.

QAA does not intend this document to set out any regulatory requirement for digital approaches to learning and teaching.

Instead, it is designed to support providers to develop their ways of talking about digital methods of delivery, articulating what students can expect and therefore better assure themselves that quality and standards are being maintained. It is intended to be a starting point for a wider conversation about how providers can talk to themselves,

Blended learning and hybrid learning are terms that are used interchangeably by providers when describing different models of delivery which use a mix of methods to engage students in learning. Blended is the more commonly used term of the two and is applied in several different ways to describe different models of delivery and/or student engagement. Hybrid is not as prevalent in the UK education sector. Providers use both to describe students' engagement with learning that takes place partly in a digital environment (either onsite or remotely) and partly in-person, onsite.

In line with the DfE Skills Strategy and emphasis on flexible opportunities for lifelong learning, a significant element of the College’s part-time provision will move to modes of delivery which are either fully online i.e., no campus attendance or blended delivery, where there may be a need for small elements of face-to-face tuition on campus but supported largely online. A significant part of the higher education curriculum is already delivered through a blended model, and this will continue to expand using the virtual campus as a platform.

Online assessments will be deeper and more complex, including project work. Staff and students will utilise online collaborative tools. Students will be able to progress at their own pace against defined learning objectives. Staff and student timetables will be adapted to ensure greater flexibility and efficiency of resources will be maximised.

Student expectations of how they learn and engage at the College have changed over the past ten years, due to the widespread use of digital technologies and social media.

The student of today has come to expect a greater use of technology, not only in terms of delivery, but also through our engagement from the point at which they make an initial

>>>>

Curriculum Strategy 2021-25

22 22

enquiry but also through their learner journey in terms of

online solution for Essential Skills to enable more learners

how we communicate and engage with them. This has been

to flexibly access these qualifications.

further reinforced by the need for technology to deliver curriculum during the Covid-19 pandemic.

Changing modes of delivery to provide a digitally enabled curriculum offering supported by a digitally competent workforce.

Changing modes of delivery to provide a digitally enabled curriculum offering supported by a digitally competent workforce.

As the curriculum continues to innovate to meet the changing needs of diverse learning groups, the College

As the curriculum continues to innovate to meet the

will review methodologies for curriculum delivery at all

changing needs of diverse learning groups, the College

levels. The growth of technology enhanced learning options

will review methodologies for curriculum delivery at all

and PBL will therefore be fully exploited to ensure that

levels. The growth of technology enhanced learning options

programmes remain relevant to learners.

and PBL will therefore be fully exploited to ensure that programmes remain relevant to learners.

The College will work with partners to develop a complete

The College will work with partners to develop a complete online solution for Essential Skills to enable more learners to flexibly access these qualifications.

6.2.2 Estates Our aim is to provide a vibrant, attractive,

hopefully be ready by 2023.

sustainable, and accessible campus, supported

The curriculum developments set out in this strategy

by a contemporary virtual environment in which

have directly influenced the design of these campuses.

staff, students and partners can interact, and share

The College is also committed to exploring the future

information and knowledge.

consolidation of its campuses in Newry City and this area of work has been started and will be progressed over the next

The College continues to work to deliver a significant

three years.

capital investment of £100 million, which included the redevelopment of the Armagh and Banbridge campuses.

The College will also carry out a public consultation on the

The new Armagh Campus and Banbridge Campus opened

closure of our Kilkeel campus. This review will be progressed

their doors in September 2020. Planning permission has

during the 2021-22 academic year with existing provision

been granted for a new College Campus in Craigavon.

moving to other local venues.

This new flagship campus will consolidate the existing outdated facilities at the Portadown and Lurgan and will

23

<<<<

Curriculum Strategy 2021-25

6.2.3 Learner Resource Centres (LRCs)

PT HE courses to blended delivery.

These are primarily student-centred areas providing a wide range of quality resources designed to enhance

•

educational resources such as books, journals, software

•

Provision of appropriate staff development in the use of digital presentation, assessment, asynchronous and

and audio/visual materials, a virtual library of high-

synchronous communication tools.

quality eBooks and journal article databases.

In addition to the College’s resources, higher education

Fully integrating the use of a VLE as a student’s primary point of contact, for those courses deemed appropriate.

the student experience. The LRCs contain traditional

•

Providing appropriate inductions to students to ensure confidence in working digitally and remotely.

students will also have access to resources through their associated university. The Centres include high speed

•

Providing a wide range of digital learning opportunities.

internet access computers, printers, copiers and a range

•

Equipping our Learning Resource Centres with up to date digital referencing tools.

of audio/visual mobile devices.

Staff aim to provide an innovative, responsive and

•

Embedding e-portfolios as the primary repository for student learning journals and assessment evidence.

proactive service, supporting the learning, teaching and research needs of students and staff.

Measures

We will:

•

•

Develop and support both staff and students to enhance their digital capability and use relevant technology to facilitate different modes of digitally enabled teaching, learning and delivery.

Learning and teaching activities are designed to be engaged with digitally.

•

Courses may offer support face-to-face but will be supplemented with digital support mechanisms.

•

Courses, particularly those directly supporting short duration provision to business and industry, will be

We will achieve this by:

predominantly remote/online only with minimal or no

•

face-to-face contact.

Providing an attractive, vibrant, and accessible learning environment equipped with industry

•

standard infrastructure which reflects the principle of ‘digital first.’

•

for face-to-face contact.

•

capability.

•

Establishing learning platforms to facilitate digital teaching and learning activities, reducing the need Adapting multiple PT FE, Business Support and FT/

Teaching staff developed to appropriate levels of digital Appropriate student induction to their programme of study.

•

Provision for supportive digital learning experiences for both staff and students.

>>>>

Curriculum Strategy 2021-25

24

6.3 Staff Potential & Performance

6.3.1 Human Resource Strategy

•

The College will continue to build on its strong

practices and advances in technology. SRC will develop

position in relation to the qualifications and skills

an appropriately resourced plan that will provide lecturers

that are present in the lecturer workforce, through initial teacher education and continual professional •

with suitable, structured industrial placements.

•

The College will also participate in the WorldSkills Centre

development.

of Excellence initiative aimed at embedding best practice

The successful delivery of a range of new and emerging

coaching and mentoring within a number of areas aligned to

curriculum of Youth Training and Apprenticeships will require an innovate approach to ensure that the

sector Curriculum Hubs.

•

Over the lifetime of the strategy, the College’s Employee

knowledge and skills of our lecturers are both relevant

Development Committee (EDC) will oversee a programme

and up to date. As a prerequisite to maintaining high

of work that aims to promote and nurture a culture of

quality provision, lecturer industrial and vocational

innovation in teaching and learning excellence driven by

expertise will be updated to ensure that the College

high expectations across all Faculties.

remains responsive to the ever-changing working

25

<<<<

Develop & support our staff to deliver relevant and engaging practice-oriented learning experiences

Curriculum Strategy 2021-25

>>>>

Curriculum Strategy 2021-25

26

6.2.2 Quality & Pedagogy At the heart of the Southern Regional College’s core values is the pursuit of excellence in all aspects of College operations. Under the guidance of the EDC,

We will: •

engaging practice-oriented learning experiences, enabled

the Quality and Pedagogy Unit (QPU) continues to

by new and innovative learning technologies to respond

play a significant role in supporting a number of key

positively to all internal and external requirements.

initiatives in the pursuit of excellence in all aspects of the learner and the lecturer journey.

The QPU is committed to providing CPD support to all lecturing staff; to enable them to deliver to the highest quality learning and teaching experience for all learners, actively employing innovative pedagogy, using up-todate Technology Enhanced Learning and student support systems. The burgeoning QPU team comprising a PBL

We will achieve this by: •

•

Developing and implementing an appropriately resourced plan for lecturers’ industrial placements.

•

Supporting all new lecturing staff through the completion of the Ulster University CIT/PGCE.

•

Supporting the development of a multidisciplinary approach to curriculum innovation in Project Based

and TEL Manager, PBL Officers and a team of Teaching and Learning Advisors aims to:

Develop and support our staff to deliver relevant and

Learning, programme design and delivery.

•

Providing technical and pedagogical training and

Deliver a College wide approach to teaching and

support for technology enhanced learning solutions

learning outstanding practice where lecturing staff

including blended learning.

will feel empowered, across all delivery modalities,

•

Delivering a range of teaching and learning programmes

to seek the support and assistance of others, in

including:

pursuit of improving the learning experience for all

»

learners; •

programmes; »

Encourage and nurture a commitment across self-evaluation and improvement planning, Quality Code Frameworks. The student voice

•

respond with the highest ambition and standards to external stakeholder requirements such as ETI, awarding organisations, higher education institutions (HEI) & professional and regulatory statutory bodies (PRSB).

Verifier awards; and

»

QAA Higher Education Quality Code.

Promoting and disseminating best practice in the emphasis on PBL, innovation, enterprise, and creativity.

improvement process review; and Support all professional and technical areas to

»

pedagogy of teaching and learning with particular

remains integral to the self-evaluation and quality

•

Assessor training on observation skills aligned to ETI performance levels;

all areas of the College to effective continuous aligned to the ETI IQ:RS and QAA Higher Education

Teaching 4 Learning and other bespoke CPD support

Measures •

Successful outcomes from all CPD activity.

•

Outstanding programme of study KPI’s.

•

Learner feedback.

•

Embedded PBL culture.

•

Recognised digital staff and learner culture.

•

Positive external stakeholder feedback.

27

<<<<

Curriculum Strategy 2021-25

6.4 Community & Business Partners

The College’s Community Engagement Strategy aims

We will:

to provide ‘second chance’ opportunities to those who

•

Work alongside statuary organisations, employers

might not otherwise participate in education and

and community groups/organisations to provide

training or who are trapped in the spiral of economic

meaningful and vocational learning opportunities to the

inactively and social exclusion. The Community

disadvantaged, those trapped in the spiral of economic

Team ensures that adults from disadvantaged

inactively and social exclusion that connect them with

communities have access to relevant and meaningful

realistic employment opportunities and life improving

vocational learning opportunities particularly those

skills.

who underachieved in education, are disengaged and economically inactive. SRC supports diversity and social inclusion by widening and encouraging

We will achieve this by: •

Providing tailored Essential Skills and FE courses that are delivered in ways that suit people and targeted

participation from the most deprived areas and

projects that are linked closely to employment

ensuring access for those with low or no skills or

opportunities, helping disadvantaged people overcome

other barriers to learning.

barriers to learning and work.y.

The College continues to be a leading player in the delivery of the regional Neighbourhood Renewal

Measures

Strategy and has been instrumental in the development

•

of targeted projects to tackle the challenge of lack of participation and achievement in education

Skills courses and FE programmes.

•

and employment of those living within the five neighbourhood renewal areas in Armagh, Brownlow,

Recruit and support residents from disadvantaged areas onto industry focused qualifications and licenses.

•

Lurgan, Newry and Portadown and addressing the impact of rural isolation and deprivation

Enrol learners onto Literacy, Numeracy & ICT Essential

Apply for funding to deliver targeted interventions to assist the disadvantaged and marginalised.

•

Engage with new groups to develop an effective learning community.

>>>>

Curriculum Strategy 2021-25

28

6.4.2 Schools Partnerships

The College is an active participant in the four Area

We will:

Learning Communities in the southern region and

•

Develop strategic partnerships with the stakeholders of

provides direct support to local schools in the planning

the four Area Learning Communities in our area through

and delivery of vocational education and training in

the delivery of the Entitlement Framework, providing a

line with the Entitlement Framework. The College is

relevant and meaningful curriculum portfolio, enabling

committed to working with schools to provide all young

a progression pathway from SPP to FE.

people with access to a broad and balanced curriculum at KS4 and post 16, including access to professional and technical qualifications. The Colleges ‘School

We will achieve this by: •

and Communications and partner schools to maximise

Partnership Programme’ is designed to place the

the vocational learning opportunities for school

College at the heart of 14-19 educational provision in

learners and the progression rate of OS students to FE.

the southern region and is flexible in providing learning opportunities for all partner schools. The College will enable schools to achieve their targets of having at least one-third of their course provision at key stage 4 and post-GCSE in vocational/applied subjects.

Liaising with the curriculum teams, Careers, Marketing

Measures •

Increase the number of SPP enrolments annually.

•

Increase the number of FE enrolments annually from SPP progression.

•

Achieve outstanding KPIs for SPP students.

29

<<<<

Curriculum Strategy 2021-25

6.4.3 Business Engagement The College’s Business Support Strategy is focused on three key offers to industry: 1. Knowledge transfer and innovation.

2. Workforce development and upskilling.

3. Talent acquisition through the development of HLAs.

•

reskilling and innovation support to over 500 businesses annually to help our businesses to increase sales and improve productivity.

•

developments.

•

The College Development Plan has six strategic aims, with the second aim being to ‘support economic growth

We will achieve this by: •

transfer/innovation and skills training services.

• •

engagement with businesses are maximised and lecturers have an appetite to deliver support to business clients.

•

to increasing the skills level of the current and future workforce.

•

relating to all types of current and previous engagement with individual business clients

College engagement to underpin, develop and strengthen

companies from across Northern Ireland, particularly in the southern region, and due to proximity to the border, also supports several business clients in the Republic of Ireland. The Business Support Centre has contributed to the strengthening of the College’s position as a primary provider of business support and knowledge transfer activity to local and regional business and industry.

We will:

Developing a ‘College wide’ Employer Engagement management system that provides real time information

One of BSI’s key objectives is to increase Employer-

future skills needs. The Business Support staff work with

Working in partnership with local economic development stakeholders to position SRC as the main contributor

Apprenticeships (HLAs).

innovative and flexible approaches to meeting current and

Implementing a new Commercialisation Strategy, embedding a culture of commercialisation amongst all staff so that all

supports an average of 550 businesses annually through businesses through Apprenticeships and Higher Level

Targeted marketing campaigns to attract businesses to College services.

•

new and existing businesses. The College currently direct business support services and a further 600

Making our services more flexible by moving to blended/ online delivery models through the new Virtual Campus.

solutions.’ This will be achieved through the provision of at improving the competitiveness and productivity of

Continuing to build on the work of the Business Support Centre by increasing the level of both knowledge

and innovation through flexible business support flexible business services and training solutions aimed

Maximise opportunities to engage with employers across all College activities.

in terms of the quality of knowledge transfer and technical support services delivered to local companies.

Actively engage with our employers to establish current and future skills needs to inform key curriculum

The work of the College’s Business Support and Innovation team (BSI) has had a positive impact

Deliver meaningful and industry relevant upskilling,

Measures •

Achievement of business engagement and income targets.

•

Increasing the number of new HLA and Apprenticeship programmes as informed by employers.

•

Increasing in business support enrolments at Level 3 and above.

•

Structured engagement with external partners leading to new business support opportunities.

>>>>

Curriculum Strategy 2021-25

30

Concluding Comments Key Curriculum Developments

1

Expand the use of technology and e-learning to 30% across all programmes by 2023 to enable a more

2

Expand Higher Education provision, including the Apprenticeship option and strengthen articulation

flexible delivery mode for the learner and to transform teaching and assessment techniques.

routes to university.

Continue to review and expand provision within priority areas for Northern Ireland.

4

Expand STEM provision to meet our local needs and assist post pandemic economic recovery.

5

Fully implement Traineeships and Advanced Technical Awards to include the development of Essential

6

Expand the curriculum offered to those in employment who require up-skilling and for those

Skills, transversal skills, digital skills and Project Based Learning.

furthest from the employment market.

The successful implementation of this strategy will

and co-operation of all staff across the College. It is

further strengthen the College as the primary provider

therefore critical that the views of our staff are heard

of professional and technical skills. The areas of work

and responded to in a timely and supportive manner. The

to be taken forward will help raise our profile and

strategy will therefore be monitored and reviewed on

reputation with business and industry as a key player in

a quarterly basis by the Senior Management Team with

supporting economic growth and development.

updates provided through the curriculum management group. Regular reports and updates will also be provided

The strategy is both challenging and ambitious and its implementation will be dependent on the collaboration

to the Education Committee of the Governing Body.

info@src.ac.uk www.src.ac.uk 0300 123 1223 @SouthernRegionalCollege @srcchat @SouthernRegionalCollege @southernregionalcollege