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Plan of Learning – guidance notes for staff

The Plan of Learning (PoL) provides a holistic view of the programme of study. It brings all aspects of planning together in one place.

The PoL is in 3 main parts. Each tutor will have a plan for each programme they teach. Parts one and two will be the same for the full tutor team. Part three relates to programme delivery and so will be specific to the course / unit.

Part One – the statement of intent

This summarises the what, how and why of the curriculum. This should be completed by the course team together.

Part Two – the content overview

This explains the when. In many cases a programme of study involves multiple vocational tutors plus English and maths tutors and enrichment activities and experience of the World of Work. Each tutor, including the English and maths tutor, completes a column on the master sheet for their delivery. You may add and delete columns as appropriate in consultation with your HoD, ie if your programme does not include GCSE English and / or maths. If there is only one tutor then you may just need one column. For subjects like ESOL where the topic is simply a context for study you may wish to add a column (ie for language structures and grammar).

For some headings we have provided some example responses (in red). Delete from this list any you will not use and add any others that you plan to use.

Part Three – the detail of the delivery, planned in blocks.

One per unit / subject that builds over time. Add additional lines if required, ie if you teach twice a week. The model prompts tutors to plan starter, 3 activities and a plenary for each session. You may have more than 3 activities – simply add these.

If your course runs for more than 8 weeks this has been designed to be completed in more than one section. Before the course starts please complete the plan for the first half term. At the end of each half term you will then plan for the next half term. Completion of these will be monitored for compliance and quality and feedback given.

Where courses run over fewer than 8 weeks tutors will be expected to plan the whole course from the start. For very intense courses of less than 8 weeks managers will advise if this can be completed in sections.

Bradford College Course IntentCourse Code: Course Title:Team members:Niaz Akbar; Sean Hamilton, Tahiba Dad & Haleema Sadia

BETC Level Three Diploma in Pharmaceutical Science

Rationale for running this course The course meets local / national need in the following ways: Pharmacy has a regulatory body, the General Pharmaceutical Council (GPhC) who set the education and training requirements for pharmacists, pharmacy technicians and pharmacy support staff, to make sure they develop the knowledge, skills and behaviours they need to provide the safe and effective care patients and the public expect.

In order to practice as a pre-registration pharmacy technician, both the competency (NVQ) and the knowledge (BTEC) qualifications must be undertaken over a 2 year period together with working under the supervision of a Pharmacist for a minimum of 14 hours per week over the 2 year period. When the course is completed, pre-registration pharmacy technicians will meet the knowledge requirements part of the training in order to register as a Pharmacy Technician.

Pre-registration pharmacy technicians from all sectors are eligible to come onto this course. The new 10 year NHS plan outlines a shortage of pharmacy professionals and work is ongoing in order to increase the pool of newly qualified technicians with the aim to meet the skills shortages and provide valuable services to the local public.

The course addresses social disadvantage:

All students are provided with equal opportunities to succeed on the course as they are all in employment. Any student learning needs are made apparent prior to the start of the course and students have access to additional learning support if required. Regular student reviews ensure we pick up any student difficulties throughout the course and a Trainee in Need of Additional Support (TRAS) policy is utilised to support student in order to achieve a successful outcome and register as a pharmacy professional.

Prior knowledge Students would be expected to have the following prior knowledge, qualifications or experience:

5 GCSE’s grade C and above (or equivalent), employed as a Pre-registration Trainee Pharmacy Technician. Applicants MUST be employed in a pharmacy working under a registered pharmacist for a minimum of 14 hours a week.

Applicants for this course must also be registered on the NVQ Level 3 programme in order to meet registration requirements as a qualified Pharmacy Technician.

Progression routes(Short, medium & long term)

Students from this course could progress onto the following learning programmes:

Join the GPhC register as a Pharmacy Technician Final Accuracy Check of Dispensed Medicines and Products BTEC Level 4 – Professional Diploma in Pharmacy Clinical Services Assessor course Internal Verifier course Gain entry to university to undertake the Masters in Pharmacy (MPharm) 5 year programme in order to practice

as a Pharmacist.

Students could progress into the following careers:

Registered Pharmacy Technician Final Accuracy Checking Technician Pharmacy assessor Pharmacy Internal Verifier

Qualification outcome Students will gain the following qualification(s) incl English and maths:

EDEXCEL - BTEC Level Three Diploma in Pharmaceutical ScienceEDEXCEL - BTEC Level Three Diploma in Pharmacy Service Skills (NVQ)

Aims of the course The course will prepare students for further study, work and life in modern Britain by developing the following:

Skills: Ability to competently complete the required responsibilities undertaken by a Pharmacy Technician working in a modern Registered Pharmacy.

Knowledge:To understand the use of common medicines to treat conditions seen in both primary and secondary care.To understand the legal requirements and regulations surrounding the safe and ethical supply of medications.To gain a background knowledge of biology; microbiology, chemistry and human physiology.

Behaviours:Working to the nine principles outlined by the GPhC. Trainees must work to these whilst undertaking the two year course.

Cultural Capital (including personal development: E&D; United Values; employability; health and wellbeing; trips, visits, guest speakers etc)

The course will build cultural capital by:

Students are taught a unit on Professional and Personal Development. Equality & Diversity; United Values are taught in both the workplace and the college induction. Students visit Bradford University Pharmacy Department and Guest Speakers come in throughout the course. Health and Wellbeing is covered in Unit 15. Students are all employed but throughout the course different career opportunities are made apparent. Expected knowledge skills and behaviours are embedded throughout the course

Initial and diagnostic assessment Students’ starting points will be assessed through:

Majority of students are vetted and interviewed by their NHS trust prior to applying for the course. Community students are interviewed by college staff prior to being admitted to the course.All students must meet the minimum requirements outlined above.

Teaching, learning and assessment methods The course will employ the following TL strategies:

Workshops; Theory, Active Learning, Tutor Presentation, Discussion, Debate, Research, Games/Quiz, Student Presentation, Case Studies, Practical’s

The course will employ the following assessment strategies:

Practical Assessment Tasks Presentations Ongoing Formative Assessment

Long term memory will be built through:

Regular Assignment Tasks Spiral Curriculum Relating theory to work-based practice

Checking learning and monitoring progress The course will check learning by:

Direct Question & Answers Quizzes Completed Tasks Observation Peer to Peer & Self-Assessment

Progress of individual learners will be monitored by:

Completed Assignments 1:1 tutorials (ILP’s) Learners progress will be reviewed every 10 weeks

Additional support Students with additional needs will be supported in the following ways:

Students are individually assessed if required. Some of the following support will be offered to each learner.

LSA allocated to individual / small group Signer Specialist software Specialist equipment - i.e. overlays, adapted tools

Feedback Formative feedback will be given in the following ways:

According to Awarding Body rules Verbal Written Recorded

Summative feedback will be given in the following ways:

Written and Recorded Feedback given using Turn It In as per Awarding Body rules

Preparation for work Students will experience the world of work and develop employability skills by:

Work placement External speakers Site visits

Students will receive career’s guidance through:

Lessons and Lectures throughout the course Guest Speakers Work-based Liaison and Line Managers CPPE; APTUK, GPhC and CPD ILP’s

Digital skills Students will develop the following digital skills on their Voc/Academic programme:

Use of a variety of digital online platforms including; Moodle, Turn It In, Adobe Connect & Ecordia Work based stock management systems and dispensing software Extensive use of Office software

English The course will develop the following English skills on their Voc /Academic programme:

Use of technical language and acronyms used in the Pharmacy Industry Communication and Counselling skills Effective written communication and effective Academic writing skills i.e. Referencing

Maths The course will develop the following maths skills on their Voc/Academic programme:

Pharmacy calculations Checking quantities and dosages Time keeping and management

Student voice Student voice will be collected through:

Course Committee Meetings Employer Feedback Unit Surveys Individual Student Feedback

Signed off by manager: ___________________________

Date: ___________________________

Bradford College Weekly Breakdown

Week Unit/subject/topic/module Unit/subject/topic/module (add and delete columns as required)

Maths GCSE / FS

English GCSE / FS

Cultural capital (incl work experience)

Summative assessment that will take place (and method)

12345678910111213141516171819202122232425262728

2930313233343536

Bradford College - Plan of LearningSeptember – October half term

Department Pharmacy Qualification BTEC Level Three Staff Niaz Akbar Delivery inc. exam weeks

Learning Aims for this block of learning (may be from syllabus/specification/non accredited learning aims)

1 Know different types of human cells and tissue2 Understand the structure and function of the musculoskeletal system and the digestive system3 Understand the cardiovascular, respiratory and lymphatic systems in the human body4 Know how the human body’s nervous system and sensory organs function5 Know how the endocrine system and the genito-urinary system function.

Session Learning IntentionsWhat do you want your students to learn in this session?

(It is not a learning outcome as it is not guaranteed)

Key Learning ActivitiesWhat will happen in your session to ensure that students are learning?

Checks on LearningWhat will be measured as a reliable indicator of progress? The students can now...

Variation on planned learning activity to meet learners needs

Add learner initials or learner groups to adapt activities

1. Induction







Links to previous and subsequent

Builds on the introduction of cells from previous week and relate them to tissues

sessions2. Induction







Links to previous and subsequent sessions

Builds on previous session.

3 – Cells P1 – Describe the structure ofhuman cells

English IntentionPhysiology terminology and acronyms.Maths IntentionComposition of components of each organelles in cells

Starter:

What are cells? (class discussion – use padlet to collate ideas onto c-touch board)

Activity 1:

Place at least a grape into a balloon, fill it with water, and describe the features and characteristics of this – mimic cell membrane, cytoplasm and nucleus (individual/class activity)

Activity 2:

Label the structure of a human cell (interactive activity using their smart devices)

Plenary:

Recap questions (teacher student Q&A’s)

Checking and discussion of basic cell structure

Starting point assessment:

Gauge on students current understanding of cells

Activity 1 assessment:

Students understanding of a cell via observation and questions and answers


Looking at how students relate knowledge of cells with pharmacy in relation to disorder and medicines, and how this affect their practice – group work, present ideas to peers/class

Starter:

Students to find out cell specialisations.

Activity 1:

Advanced students can relate structure to function of certain differentiated cells.

Activity 2:

Students to identify further organelles within the cells in terms of their structure and function

Final Progress Check and reflection

Activity to ensure that you and your learners both know they have made progress.

Independent learning / COLAWhat are the learners and tutors next steps?

Recap questions checking understanding of the day topic.

Resources on Moodle to supplement teaching. Watch cell video [7:21]

Read materials to reinforce today’s topic and prepare for the next session.







Links to previous and


subsequent sessions 4 – Tissues P2 – describe the main types of

human tissues

English IntentionPhysiology terminology and acronyms.Maths IntentionCardiovascular risk score in relation to cardiac tissueComposition of cells within each tissue

Starter:

Recap quiz on cells from last week – interactive Q&A competition styleDiscussion on cell video

Activity 1:

Draw the various layers and shapes of epithelial tissues, connective tissues, nervous tissues, and nervous tissues

Activity 2:

Intestine’s task – how does the intestine absorb efficiently? (Group task) – present your findings

Checking and discussion of levels of organisationChecking and discussion of Tissues + tissue types


Check students understanding of the material covered in the previous session. Recap any material that needs to be refreshed.


Use of Moodle resources and independent research. Use to gauge what type of research individual students prefer.


See how much the class understands in regards to work based experience with medications. Only use commonly prescribed medicines – links to workplace practise.

Starter:

Look at how they are applied in their everyday practise.

Activity 1:

Work the tables offering prompts and guidance on how to direct their research.

Activity 2:

Peer to peer guidance – if students struggle.





Resources on Moodle to supplement teaching.










5 – Quiz P1 – describe the structure ofhuman cellsP2 – describe the main types ofhuman tissuesP3 - describe the function of the

Starter:

Kahoot quiz

Activity 1:

Charades game on structure and function on cells, organelles, and tissues.

Assignment brief discussion and support as appropriateStarting point assessment:

Quick analysis from Kahoot quiz.


Starter:

N/A

Activity 1:

main human tissue types

English intentionSpelling and identifying objects on the board.Maths IntentionPrescription calculations.

Activity 2:

Discuss unit 4.1 assignment - describe the structure of human cells, describe the main types of human tissues, and describe the function of themain human tissue types

Tutor to assess individual contributions to the brainstorm/research session.


Assignment handout

compare different cells

Activity 2:

explain how cells join to formhuman tissue of differenttypes. Relate cellular differentiationto tissue function





Assignment handed out. Resources on Moodle to supplement teaching.










6 – Assignment clinic P1 – describe the structure of

human cellsP2 – describe the main types ofhuman tissuesP3 - describe the function of themain human tissue types

English intentionSpelling and identifying

Starter:

Recap from last week

Activity 1:

Tick evidence checklist

Activity 2:

Carry out 4.1 assessment by describing the structure of human cells, describing the main types of human tissues, and describing the

Checking and discussion of the skeletal system – including bones and joints


Check where students are currently in terms of completing their assignment.



Starter:

N/A

Activity 1:

compare different cells

Activity 2:

explain how cells join to form human tissue of different types. Relate cellular

objects on the board.Maths IntentionPrescription calculations.

function of the main human tissue types Activity 2 assessment:

Assignment 4.1

differentiationto tissue function



What are the learners and tutors next steps?


Resources on Moodle to supplement teaching.








Links to previous and subsequent sessio7 – Skeletal system

P4 describe the structure of themusculoskeletal systemP5 explain the function of themusculoskeletal system

English Intention

Starter:Pictoword game

Activity 1:Make a point on your paper with your pen or paper. Hold your pen or pencil so that it casts a shadow on your paper. Line up the tip of the shadow with a point on your paper.Muscles generally contract by continuous “twitching” of muscle fibres. This makes it hard to hold your hand completely steady


Check understanding from pictogram game - analysis.

Activity 1 assessment

Peer to peer assessment and tutor input; check your answers against those one the board. A model skeleton will be used. Students to work in mixed groups to share ideas.

Starter

N/A

Activity 1:

relate the structure of themusculoskeletal system to itsfunction

Activity 2:

Physiology terminology and acronyms.Maths IntentionComposition of bones and cells in the human body

Activity 2:Label your colleagues with the bones stickers (skeletal bones)


Competitive group quiz.discuss the pathophysiologyof a common musculoskeletaldisorder





Resources on Moodle to supplement teaching. Watch skeletal videos (links are on Moodle)


Review/What’s next?Tutor review

Revisit or further challenge

Revisit -

Further challenge -

Bradford College - Plan of Learning

Department Pharmacy Qualification BTEC Level 3 Staff Niaz Akbar Delivery inc. exam weeks


1 Know different types of human cells and tissue2 Understand the structure and function of the musculoskeletal system and the digestive system3 Understand the cardiovascular, respiratory and lymphatic systems in the human body4 Know how the human body’s nervous system and sensory organs function5 Know how the endocrine system and the genito-urinary system function.

October half term - Christmas

Links to previous and subsequent sessionsSession Learning Intentions

What do you want your students to learn in this session?





Add learner initials or learner groups to

adapt activities

8 – Skeletal system II

P4 describe the structure of themusculoskeletal systemP5 explain the function of themusculoskeletal system

English IntentionPhysiology terminology and acronyms.Maths IntentionComposition of bones and cells in the human body

Starter:Pictoword game

Activity 1:Make a point on your paper with your pen or paper. Hold your pen or pencil so that it casts a shadow on your paper. Line up the tip of the shadow with a point on your paper.Muscles generally contract by continuous “twitching” of muscle fibres. This makes it hard to hold your hand completely steady

Activity 2:Label your colleagues with the bones stickers (skeletal bones)




Peer to peer assessment and tutor input; check your answers against those one the board. A model skeleton will be used. Students to work in mixed groups to share ideas.


Competitive group quiz.

Starter

N/A

Activity 1:


Activity 2:

discuss the pathophysiologyof a common musculoskeletaldisorder





Resources on Moodle to supplement teaching. Watch skeletal videos (links are on Moodle)








Links to previous and subsequent sessions9 - Structures P4 describe the structure

of themusculoskeletal systemP5 explain the function of themusculoskeletal system

English Intention

Starter:Memory game

Activity 1:Make a poster of the structure given to you – focus on structure and function of the particular part of the skeleton allocated to the group.

Activity 2:Present the poster as a group – ensuring everyone has a part to say, organise them if need be into their roles but first let them decide




Peer to peer assessment and tutor input; walk around to check answers, compare work to research on Moodle


Completed quiz

Starter

N/A

Activity 1:


Activity 2:

discuss the pathophysiologyof a common musculoskeletaldisorder

Physiology terminology and acronyms.Maths IntentionThe angles and ranges of movements e.g. flexion and extension of the pectoral girdle.





Resources on Moodle to supplement teaching. Watch animation of skull, pectoral girdle, ribcage, skeletal muscle, cartilage, ligaments, and tendons videos (links are on Moodle)








Links to previous and subsequent sessions 10 Assignment clinic P4 Describe the structure of

the musculoskeletal system

P5 Explain the function of the musculoskeletal system

English intentionSpelling and identifying objects on the board.Maths IntentionPrescription calculations.

Starter:


Activity 1:


Activity 2:

Carry out 4.2 assessment by describing the structure and explaining the function of the musculoskeletal system

Checking and discussion of the skeletal system – including bones and joints






Assignment 4.2

Starter:

N/A

Activity 1:

Relate the structure of the musculoskeletal system to its function by explaining the interdependency of the bones and muscles of the pectoral girdle including the role of tendons and ligaments



Independent learning / COLAWhat are the learners and tutors


Resources on Moodle to supplement teaching. Remind them about the structures animation on moodle, links are in the lesson slides.


next steps?Full Review tutor and learner

Mid-point review of progress. Review learners progress to inform the next block of teaching.The students can now / the students need more of…







Links to previous and subsequent sessions 11 Digestive system

P6 Describe the structure of the digestive system

English intentionWordsearch – keytermsMaths IntentionPrescription calculation for Lactulose

StarterWordsearch

Activity 1:

Label digestive anatomy

Activity 2:Learners toproduce a large annotated posterabout the detailed structure of thedigestive system.Work in pairs to produce an information sheet describing the main structures of the digestive system. To be uploaded onto Moodle

Activity 3:Showcase your poster to the class. Class Q&A

Plenary:One person to move pairs and tell the next group what they have learnt.

Starting point assessment -


Peer to peer assessment and tutor input; walk around to check answers, compare work to research on Moodle

Starter

Activity 1:

Activity 2:

Activity 3:





Resources on Moodle to supplement teaching. View the animation on digestive tract.



Key Learning Activities Checks on Learning Variation on planned learning activity to meet


What will happen in your session to ensure that students are learning?

What will be measured as a reliable indicator of progress? The students can now... learners needs


Links to previous and subsequent sessions12 Digestive system II

P7 Explain the function of the digestive systemP18 Describe how the urinary system assists the regulation of body fluids in the body

English intentionWordsearch – keytermsMaths IntentionPrescription calculation for Lactulose

StarterWordsearch

Activity 1:

Students to work in pairs to discuss the importance of their given organ of the digestive tract – students to argue their case for the importance of their structure to the human body in comparison to other groups in the class.

Plenary:

One person to move pairs and tell the next group what they have learnt.



Listening and checking of class discussion when students are arguing their case for the importance of their structure. Peer to peer assessment and tutor input, walk around to check their work.

Starter

Activity 1:

Activity 2:

Activity 3:





Resources on Moodle to supplement teaching. View the animation on digestive tract.

Read materials to reinforce today’s topic and prepare for the next session







Links to previous and subsequent sessions13 Urinary system

P18 Describe how the urinary system assists the regulation of body fluids in the body

English intentionHangman of key terms used in this lessonMaths IntentionRenal impairment in the

StarterShow pupils some fake ‘urine’ and ask them what they think urine is made of. Discuss that urine is waste water and other ions and urea. Explain the difference between excretion and egestion

Activity 1:Hand out diagrams of a kidney and carry out a kidney dissection, talking through the structure of the kidney and having pupils label their diagrams.Ask pupils why they think that the concentration of water needs to be



Listening and checking of class discussion when students are arguing their case for the importance of their structure. Peer to peer assessment and tutor input, walk around to check their work.

Flowchart discussing the urinary system regulating fluids

Starter

Activity 1:

Activity 2:

BNF controlled. Explain how the kidney works.

Plenary:

One person to move pairs and tell the next group what they have learnt.

Activity 3:





Resources on Moodle to supplement teaching. View the animation on urinary tract.

Read materials to reinforce today’s topic and prepare for the next session







Links to previous and subsequent sessions14 Assignment clinic

P6 Describe the structure of the digestive systemP7 Explain the function of the digestive systemP18 Describe how the urinary system assists the regulation of body fluids in the body

English intentionAssignment.Maths IntentionAssignment.

Starter:


Activity 1:


Activity 2:

Carry out 4.3 assessment by describing the structure and explaining the function of the digestive system, and describe how the urinary system assists the regulation of body fluids in the body






Assignment 4.3

Starter:

Activity 1:





Resources on Moodle to supplement teaching. Remind them about the structures animation on moodle, links are in the lesson slides.


Review/What’s next? Tutor Review

Revisit or further challenge Revisit -

Further challenge - Tutor Review

Bradford College - Plan of Learning

Department Qualification Staff Delivery inc. exam weeks


1. 2. 3. 4. 5.

January – Feb half term







15

English intentionMaths Intention

Starter

Activity 1:

Activity 2:

Activity 3:

Plenary:





Starter

Activity 1:

Activity 2:

Activity 3:










Links to previous and subsequent sessions16 Starter

Activity 1:



Starter

Activity 1:


Activity 2:

Activity 3:

Plenary:

.


Activity 3 assessment.

Activity 2:

Activity 3:










Links to previous and subsequent sessions 17 Starter

Activity 1:



Starter

Activity 1:


Activity 2:

Activity 3:

Plenary:



Activity 2:

Activity 3:




Full Review tutor and learner









18 Starter Starting point assessment - Starter


Activity 1:

Activity 2:

Activity 3:

Plenary:




Activity 1:

Activity 2:

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Activity 1:



Starter

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Activity 2:

Activity 3:

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Activity 1:

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Activity 3 assessment Activity 3:











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Activity 2:




Starter

Activity 1:

Activity 2:


Activity 3:

Plenary:






Revisit or further challenge Revisit - Further challenge -

Bradford College - Plan of LearningFeb half term - Easter



6. 7. 8. 9. 10.








Activity 1:



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25 Starter

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