Embedded Files
Start with your course outcomes
Start with your course outcomes
All the courses at City Lit have a public course outline which tells students what they will learn and how they will learn it. They are all available on the web - www.citylit.ac.uk .
It is very important you deliver a course that reflects the outline and covers the published course outcomes (see Unit2) . Otherwise people may complain they are paying something different to that which has been advertised! If you want to adjust the published outcomes or content, then contact your department and discuss it with them so they can change it online.
You can, of course, adjust your course content in negotiation with your students, once you find out more about them and their interests. This will usually be a shift in emphasis or additions, rather than abandoning the original outcomes.
Scheme of Work (plan for use by the tutor)
Scheme of Work (plan for use by the tutor)
The course outcomes will form the basis of your Scheme of work, which is your plan for the course session by session. It includes more detail than that needed by a learner. Its is a working document.
There are examples of Schemes of work here:
https://www.citylit.ac.uk/schemes-work-and-lesson-plans
Note how in annotated scheme of work for Drawing, the tutor has annotated in pencil as she has gone along, reminding herself of adjustments she has to make following the class. A scheme of work almost always changes as you meet the students and start working with them!
Your department may supply you with a scheme of work template or let you choose your own. There are various templates on the link above.
If you find forms difficult, eg you are dyslexic, try doing it as a mind map or other visual way of organising - for example, by writing topics on post it notes and rearranging them.
Tips on course planning
Tips on course planning
In course planning, the most important thing is to plan sessions in a logical sequence, where one session leads to the next, building on learners' understanding and skill step by step.
Start of course
As described in Unit 1, start with icebreakers, housekeeping, initial assessment, and discussing the course outcomes and programme with learners.
Plan an engaging activity or topic that gets students into your subject straight away and allows you to see how new they are to the subject.
Middle
Make sure your course is logically staged, so students build up their learning as you go along.
Plan regular recaps and reviews of learning.
End
Finish with an activity that enables students to pull all they have learned together. Give students time to reflect on and/celebrate what they have achieved.
Discuss with learners what they can do next.
Ask students to complete part 2 of their Individual Record of Learning
Remind students to evaluate the course online
Report abuse