DEVELOPING UNDERGRADUATE CAPACITIES:The continuum of school to university

Kenny McIntoshLecturer in Language Education and Employability (University of Aberdeen)

www.abdn.ac.uk

SYMPOSIUM TOPIC

‘Curriculum for Excellence‘ and its implications for recruitment, teaching and assessment of

students at the University of Aberdeen.

Three key web links:http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/index.asp (Building the Curriculum)

http://www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/keydocs/cfebriefings.asp (CfE Briefings)

http://www.abdn.ac.uk/graduateattributes/ (U of A Graduate Attributes)

www.abdn.ac.uk

Curriculum for Excellence

www.abdn.ac.uk

Building the Curriculum 4(The Scottish Government, Edinburgh, 2009, p10)

and skills for work

Skills for learning, skills for life and skills for work:

literacy, numeracy and associated thinking skillsskills for health and wellbeing personal learning planning career management skills working with others leadership physical co-ordination and movement skillsskills for enterprise and employability.

These skills will be relevant to all children and young people and will be the responsibility of all practitioners.

www.abdn.ac.uk

U of A Graduate AttributesAcademic excellence Critical thinking and effective communication•In-depth and extensive knowledge, understanding and skills at internationally-recognised levels in their chosen discipline(s); •A breadth of knowledge, understanding and skills beyond their chosen discipline(s); •An ability to participate in the creation of new knowledge and understanding through research and inquiry; •A contextual understanding of past and present knowledge and ideas; •An intellectual curiosity and a willingness to question accepted wisdom and to be open to new ideas

•A capacity for independent, conceptual and creative thinking; •A capacity for problem identification, the collection of evidence, synthesis and dispassionate analysis; •A capacity for attentive exchange, informed argument and reasoning; •An ability to communicate effectively for different purposes and in different contexts; •An ability to work independently and as part of a team; •A diverse set of transferable and generic skills

Learning and personal development Active citizenship•An openness to, and an interest in, life-long learning through directed and self-directed study; •An awareness of personal strengths and weaknesses, •A capacity for self reflection, self discovery and personal development

•An awareness and appreciation of ethical and moral issues; •An awareness and appreciation of social and cultural diversity; •An understanding of social and civic responsibilities, and of the rights of individuals and groups; •An appreciation of the concepts of enterprise and leadership in all aspects of life; •A readiness for citizenship in an inclusive society

www.abdn.ac.uk

Graduate employability

“21st century graduates need to demonstrate to employers that they can hit the ground running. In addition to working hard to gain a good degree, students should engage in extra-curricular activities and obtain work experience in order to develop skills that will make them better prepared for the world of work.”

Carl Gilleard, Chief Executive of the Association of Graduate Recruiters, cited by Trought (2012)

See also articles in the Telegraph (Jan ‘12):http://www.telegraph.co.uk/education/educationnews/9036281/Third-of-companies-struggling-to-recruit-skilled-graduates.htmlhttp://www.telegraph.co.uk/finance/jobs/9016557/One-in-five-firms-prefer-school-leavers-to-graduates.html

www.abdn.ac.uk

Overview of Learning from Work course (ED1520)

Level 1

15 credits: 150 notional student hours

Blended teaching and learning through MyAberdeen

Experiential learning

Learning with and from others

Focus on the student and his/her skills development

Informed choices and discussion

E-portfolio

Regular self-reflection

Giving and receiving constructive, formative feedback

Essential reading

www.abdn.ac.uk

ED1520 Aims and Learning outcomes

Critically reflect on your development of a selection of Aberdeen University graduate attributes

Analyse skills used in a work-place setting in relation to self and others

Evidence the use of interpersonal, communication (written, oral and electronic communication), problem-solving and team-working skills, through collaborative planning and oral presentation of your experiential learning in the workplace

Undertake an enquiry into cultural and environmental elements of a work-place setting

www.abdn.ac.uk

ED1520 Placement Expectations

35 hours in a work setting

Part-time work or voluntary setting

Maintain a record of activity

Reflect on your engagement in this setting and the skills developed

Evidence your development

Employer / supervisor confirmation

Support from AUSA and U of A Careers Service

www.abdn.ac.uk

Course assessment in ED1520

How can students can be encouraged to analyse and evidence the skills and attributes gained through the entire student experience? 

In ED1520 (Learning From Work):

Collaborative Group presentation (40% weighting)

2000 word reflective account (60% weighting)

Details in MyAberdeen

Evidence:

• Course reading

• Self-directed study (further investigation)

• E-portfolio

• Connections between graduate attributes, employability skills, and your experiences

• Peer feedback (as aspect of Collaborative Group presentation)

www.abdn.ac.uk

The way ahead???: CfE and U of A

In the context of developing/supporting/building on Curriculum for Excellence (CfE) some considerations emerge for the way ahead in University of Aberdeen:

To what extent, if at all, might a focus on U of A Graduate Attributes and CfE capacities, attributes and capabilities contribute to partnership discussions between University of Aberdeen, schools and local Authorities?

Is there anything in the ED1520 (Learning From Work) approach to teaching and learning (i.e. linked to CfE core concepts and features) that might support teaching and learning in other areas of University of Aberdeen?

In the context of Higher Education should/could formative assessment, a key feature of CfE, be more deeply embedded across teaching and learning in University of Aberdeen?

Should/could the continuous development of skills for learning, life and work be a necessary facet of the teaching of tutors/ALL tutors in University of Aberdeen?