Search results: 969
IAG and mentoring academy
The course is designed to introduce and reinforce the basic principles of personal tutoring.
This course meets the National Occupational Standards for Personal Tutoring, is endorsed by the FETN and could act as a springboard to further progression in teaching, learning and assessment.
Experimental space
Resource page for YWCD Staff and External Examiners.
The staff information and resource "Hub" for Youth and Community Development.
This is for all students of Youth Work and Community Development, regardless of year, course, level or programme.
For all things to do with YWCD Placements. This page is shared to all Youth Work and Community Students.
This is a modular general science course which covers topics in biology, physics and chemistry.
You must have completed the AS Applied Science (Double Award) before progresing onto this course.
Today, we are revisting Paper 1, Section C and working on an essay question relating to the poetry of Keats (c1820) and Arthur Miller's Death of a Salesman (1949).
The Access to Higher Education (HE) Diploma is a full Level 3 qualification, licensed by QAA and accepted by Higher Education Institutions (HEIs).
This Diploma is Education Professions and consists of 60 credits.
- 45 credits from Level 3 Graded Units (Pass, Merit and Distinction)
- 15 credits from Ungraded Units (Pass only)
- There are 2 exams and 2 research projects
There are 2 subjects sets in this diploma:
Education Theory & Practice and Sociology
The one year level 3 Access to Higher Education Diploma in Science. It is an online diploma designed for students over the age of 19 who wish to progress to science-related degrees. The Access to HE Science Online (Biology and Chemistry) can allow progression onto courses including Pharmacy, Radiography, Dietetics, Nutritional Science, Veterinary Science, Physiotherapy, Environmental Science, Chemistry, Biology, Science teaching, Clinical Science, Biomedical Science, Forensic Science, Medicinal and Pharmaceutical Chemistry among others.
This unit looks at the skills and qualities required in order to plan, deliver and review sport & leisure actvities.
Advanced Graphic Media Processes 2B (20 Credits)
The module will provide you the opportunity to demonstrate a detailed knowledge and an increasing level of autonomy developing a more personal focus. The development of your practical and technical skills in this module will enable you to prepare for an integrated approach at level 6 that is required in the Graphic and Creative industries. This includes image making, typography, drawing, narrative and a range of digital media through lectures, workshops, group and individual tutorials, critiques and formative feedback from peers and staff.
Assessment takes place through portfolio / assignment work.
Advanced Graphic Media Techniques 2A (20 Credits)
The module will provide you the opportunity to focus the development of your practical and technical skills that are required in the Graphic and Creative industries and inform your personal career direction. This includes lectures, workshops which introduce the fundamentals of creative and experimental image making, typography, drawing, narrative and a range of digital media.
This module will support your project work and will be delivered by practical workshops, group and individual tutorials, critiques and formative feedback from peers and staff.
Assessment takes place through portfolio / assignment work.
Advanced Graphic Projects 2A (20 CREDITS)
This module provides students with opportunities for more advances approaches to conceptual and visual exploration and experimentation with identified design problems.
Developing independent practice and critical evaluation through design briefs devised to engage with core design communication areas and commercial / client constraints.
Developing appropriate research and sources in line with project briefs to support the progression of an individual programme of work.
Assessment is through the production of a body of work/portfolio
Advanced Graphic Projects 2B (20 Credits)
This module provides students with opportunities for more advances approaches to conceptual and visual exploration and experimentation with identified design problems.
Developing independent practice and critical evaluation through design briefs devised to engage with core design communication areas and commercial / client constraints.
Developing appropriate research and sources in line with project briefs to support the progression of an individual programme of work.
Assessment is through the production of a body of work/portfolio
Advanced Professional Development - (20 CREDITS)
This module continues to develop students’ awareness of job seeking and career management strategies and enables them to develop a career action plan in the light of feedback and changing contextual factors.
Researching the breadth of current practice and debate accociated with the creative industries and the opportunity to further investigate specialist areas.
Continuing development of critical self-appraisal and reflection of your own learning in this and other modules.
Assessment is through the production of a progress file.
Write a concise and interesting paragraph here that explains what this course is about
Teaching Art & Design
Early Years
Key Stage 1
Key Stage 2
Art, design and Media ACCESS programme for adult learners wanting to progress onto Higher Education Qualifications.
This programme introduces learners to the key practical and contextual skills involved in the creative industries.
This qualification provides an important foundation to Health and Safety and trade specific tasks for individuals working, or intending to work, within the construction industry. This qualification is designed for those who wish to work on a building site. It covers the mandatory training requirements for the CSCS Labourer green card. Learners will gain the knowledge and skills to work safely and efficiently in their place of work.
If you are enthusiastic, committed and creative with a passion for Interior Design, this innovative and exciting course is for you.
The opportunities possible from embarking on a career in Interior Design are as dynamic, varied and amazing as the diversity of human need.
The course specialises in an extremely creative approach to design. This coupled with thorough exploration of design methodologies and links with industry makes it directly relevant to the changing
requirements of employers and the design industry.
You will investigate thought provoking themes and explore the impact of environmental issues, ethical production and sustainability.
We are passionate about encouraging individuality and supporting you through a holistic approach to study.
Year Two
Welcome to the second year of your course. On this page you will find the individual handbook for each module together This is also the place to upload all your assignments and subsequently read the feedback from tutors.
This course introduces the library resources available to help you with your studies. Use this course to see which books, e-books, journals and electronic resources are most useful for Hairdressing & Beauty Therapy.
Welcome to the NVQ 3 Trowel occupations course
The modules are designed to help you progress with supervisory & complex walling - setting out methods of work. The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Course Tutor Nigel Smith
Write a concise and interesting paragraph here that explains what this course is about
A place for support for accessing e-books and journals for students on any business and management course.
Child Development: understanding and working with difference and diversity MUB50067
15 Credit, Stage 2 module: This module introduces students to concepts, theories and models of Children's Rights, considering both historical and international perspectives
Children’s Health and Well-being MUB50069
The module will build on the ‘Child Development: Working with Difference and Diversity’ module which considered the ‘nature’ aspect of development. This module will focus on the role of ‘nurture’. The impact of the Expozome (a wide range of environmental factors on individual development) will be explored.
City and Guilds Level 2 Diploma in Professional Food and Beverage Service (7103-12)
Write a concise and interesting paragraph here that explains what this course is about
Write a concise and interesting paragraph here that explains what this course is about
Here you will find all the resources you need to work with COLA and Blended Learning.
Below this text you will see a grey Enrol Now link.
Please select this to enter the site.
MUB40023 Collaboration, Teams and Techniques
Information and records relating to the membership, meetings and minutes of the Bradford College Research Ethics Committee (REC)
This is a closed forum, open only to the members of the REC and relevant support staff.
This unit explores the importance of effective communication in a care setting, difficulties in communication and how to prevent these difficulties. Participation in interactions will form an integral part of the assessment of the unit. You will also explore diversity and equality within society and learn about the Care Value Base that underpins all health and social care work.
Learning Outcomes
By the end of the unit you will be able to demonstrate the ability to:
1. Investigate ways of promoting effective communication.
2. Examine barriers to effective communication
3. Explore diversity and equality in society
4. Investigate how the principles of the Care Value Base can be used to promote the rights of Individuals and significant others.
Write a concise and interesting paragraph here that explains what this course is about
Write a concise and interesting paragraph here that explains what this course is about
This unit enables learners to develop their understanding of building conversion and adaptation work. Learrers vvill examine the feasibility of modifying existing buildings, the requirements of a design brief and the preparation of dravvings and specifications to meet planning, building control and other current legislative requirements. Learners vvill prepare working dravvings, specifications and produce construction plans to modify buildings.
|
A collection of links and documents in support of teaching and learning in the subject areas of counselling and psychology
An optional module for Year 2 BA Educational Studies and Foundation Degree in Supporting and managing Learning in Education
For successful completion of 'Learning Outcome 1' you are expected to be able to:
- Identify
current trends and technologies for User Interface Design
Focus: understand mobile trends and techniques
Deliverable: A word-processed report with supporting images etc.
DESIGN MATTERS BUSINESS OF DESIGN (20 CREDITS) (option)
This module is designed to introduce and develop students’ awareness of market and audience issues relating to design practice. The module will enable students to develop a knowledge and understanding of contemporary marketing issues especially focusing on issues of consumer behaviour and market segmentation and advanced understanding of teamwork using appropriate models. High level literacy skills will be used in writing and researching for this module.
The content will be delivered through lectures, external activities and VLE. Practical activities related to journal search, research and recording will be important.
Learning outcomes have been mapped against FHEQ and QAA Business and Management and Art & Design benchmarks together with Teesside guidance.
Formative assessment will be feedback on collaborative learning activities modulated through VLE and feedback on essay research and activity planning. A “bridging assessment” between levels 5 and six namely a dissertation proposal will be formatively assessed.
Summative assessment will be via group Presentation and essay.
This course is designed to enable students to demonstrate both knowledge and understanding of design considerations in a fast changing industry. The ability to to apply, analyse and evaluate various designs will be developed using various methods of learning.
This unit gives learners an understanding of how specifications are used to realise design solutions and of the
importance of ‘buildability’ and ‘sustainability’. Learners will gain knowledge of how construction materials fail
in use and to prevent these failures, and develop effective drawing skills.
DPP Developing Professional Practice
Module Focus
This module offers the opportunity to investigate the professional role and continuous development of a teacher/trainer, and explore a range of issues that impact on professionalism. It will return to ideas about tutor roles and specifically highlight defining aspects of that role that go beyond the classroom.
The module presents a coherent approach to the theoretical and pedagogical understanding of science and its professional application. The key elements of scientific investigation outside the classroom and its nature of procedural and conceptual understandings are underpinned by contemporary assessment methods and pedagogy. Effective outdoor science education is examined throughout the programme of lectures, workshops, seminars and tutorials.
It will enable students to develop their understanding of the philosophical and theoretical principles which underpin science education in the outdoor learning environment. It will allow them to understand the nature and application of scientific procedure and relate this understanding to their own learning and, if appropriate, their own experience in educational contexts.
The content will enable students to systematically extend their understanding of the nature and scope of science, including the roles of procedural and conceptual knowledge. Students will develop their theoretical and pedagogical understanding of science, the outdoor environment, enquiry based learning and its professional application.
Students will develop a broad understanding of assessment in science education and its methods of application in line with the national educational strategies.
It will enable the student to examine and explore the role of science in natural and man-made environments with regard to teaching and education.
20 Credit, Stage 2 module: this module builds on the knowledge and skills gained in stage 1, supporting students to apply develomental theory to practice.
Welcome
This module will provide you with an introduction to nutrition with a focus on defining and understanding the relationship between nutrition, exercise and health.
This module is designed to introduce students to the concept of 'disaster and emergency planning' as it effects the public services. It will examine what emergency planning processes take place and how different agencies work in partnership to problem solve. The module will use case studies to demonstrate how it works in practise.
This module aims to enable students to plan, organise and execute an independent study in an identified area of educational research related to the student’s specialist subject. In order to do this they will need to apply research skills in context and to collect data through: enquiry, observation or investigation, leading to analysis and interpretation of information within the written study. By undertaking this process students willunderstand the value and relevance of educational research in the development of educational practices.
Students will work independently, to demonstrate the ability to plan, implement and evaluate an empirical investigation that integrates concepts, theories, knowledge and skills encountered on the degree. However, this online unit is designed to equip students with some initial key information which enable them to begin the research and writing process.
This Moodle course has been created to support Bradford College teaching staff in how to use e-books in their teaching and to support learning.
Information and documents for EYPS candidates
Public Services Tutorial
Public services tutorials will take the form of group tutorials in September and October. In addition to the Monday tutorials, there will be four workshops on Wednesday afternoons 1.30-3.00 on accessing electronic information.
The workshop dates are 21st September, 28th September and 5th October. There will also be a Referencing session on Monday 26th September, 1.30-3.00.
From November there will be individual tutorials to discuss progress or any other issues relating to the course.
Welcome to the resources page for Element 6 - Working with others
This element builds on all the work we did in Element 5 - Parents, Carers and Families. Throughout this element we will be looking at how, through forming and maintaining professional relationships, we can work with other agencies and specialists to support the young people in our care and their families to achieve the best outcomes possible.
Below you will find each weeks slides added as we cover them, plus any additional resources or handouts.
Write a concise and interesting paragraph here that explains what this course is about
This is a Year 2 Module examining how knowledge of mistakes and misconceptions can improve outcomes for pupils in English and maths.
Speaking and Listening
Reading
Writing
This course investigates eSafety issues. With acknowledgements and thanks to the JISC RSC East Midlands who originally devised this course.
ESOL Online Readers are graded readers that students can access online and read or listen to.
This course will help you to develop your reading and writing skills in readiness to achieve City and Guilds Level 1 reading and writing qualifications
WELCOME MESSAGE
This is to welcome all associated with the 2013 -14 School Direct (salaried) cohort. A particular welcome is extended to the trainees and to School-Based Trainers who may be visiting this page for the first time. Please visit regularly as this notice board is the quickest means of communicating current information.
We will give notice of important news, events etc and post any supporting resources. Please visit it frequently.
This course will give you a thorough grounding in the key concepts and practical skills required within the sector. National recognition by employers provides excellent progression into employment. Develop the skills and qualities needed for demanding, but highly rewarding jobs in any of the public services.
19-week course in health and social care. Prepares the student to complete the care certificate and progress on to L2 care diploma.
The course covers all the knowledge questions for the mandatory units, using class / group based tutition.
Within this course students will have access to Functional Skills ICT resources and sample tests.
This course is a short GCSE course and will give you half a GCSE on completion
Under the Research Ethics Policy adopted by the College January 2013, course leaders/programme managers are required to present any courses with a research component to the REC, identifying all areas of potential risk.
This approach was piloted in the summer term, 2013, when various courses submitted a pro-forma to the REC for consideration. In this section is the record of courses submitted and decisions made.
Welcome to the Global Child: A Vision module.
This module will provide you with an opportunity to look at broader holistic approaches when considering the vision of the global child. You will draw from practice and initiatives globally and apply to the UK.
We hope you enjoy this opportunity to bring together your learning from across the degree and consider how childhood might look in an ideal world.
GRAPHIC MEDIA TECHNIQUES 1A (GMD) (20 CREDITS)
The module will provide you with an introduction to the practical and technical skills that are required in the Graphic and Creative industries and include workshops which introduce the fundamentals of creative and experimental image making, typography, drawing, narrative and a range of digital media.
This module will support your project work and will be delivered by practical workshops, group and individual tutorials, critiques and formative feedback from peers and staff.
Assessment takes place through portfolio / assignment work.
GRAPHIC MEDIA TECHNIQUES 1B (GMD) (20 CREDITS)
The module will provide you with an introduction to and develop the practical and technical skills that are required in the Graphic and Creative industries and include workshops which introduce the fundamentals of creative and experimental image making, typography, drawing, narrative and a range of digital media.
This module will support your project work and will be delivered by practical workshops, group and individual tutorials, critiques and formative feedback from peers and staff.
Assessment takes place through portfolio / assignment work.
GRAPHIC PROJECTS 1A (GMD) (20 CREDITS)
In this module you explore ways of developing creative solutions to projects, managing projects and applying acquired skills that are appropriate to the brief(s).
You will work towards engendering a studio culture of experimentation and the development of practical and conceptual processes with aesthetic awareness.
You will develop a project(s) within defined guidelines with the support of lectures, workshops, group and individual tutorials, critiques and formative feedback from peers and staff.
Assessment is through the production of a body of work/portfolio
LEVEL 4GRAPHIC PROJECTS 1B (GMD) (20 CREDITS)
In this module you explore ways of developing and applying creative solutions to projects, managing projects and applying acquired skills that are appropriate to the brief(s).
With limited autonomy you will continue to develop a studio culture of experimentation and the development of practical and conceptual processes with aesthetic awareness.
You will develop a project(s) with defined guidelines with the support of lectures, workshops, group and individual tutorials, critiques and formative feedback from peers and staff.
Assessment is through the production of a body of work/portfolio
You will be completing an E2 City & guilds exam course and a Lifeskills course.
This section contains links to online resources for general study
Group tutorials form a vital part of this course. They offer the opportunity to develop study skills ready for your next move to University.
We will also look at issues surrounding Every Learner Matters - i.e. being healthy, staying safe, enjoying and achieving, making a positive contribution to your community, achieving economic well-being. NOT TO BE MISSED!
This unit introduces the basic Health & Safety requirements in Sport & Leisure and explains how these are put into practice. You will learn about risk assessments, the importance of clean and safe facilities and how to follow accident and emergency procedures.
Health and Safety Community of Practice
Health and Social Care Level 2
Health and Social Care Level 2
This qualification will support learners to develop the knowledge and skills required to work in a range of clinical healthcare support settings and in health and adult care environments.
The qualification is formed of mandatory and optional units. The mandatory units cover core competencies, while the optional units allow learners to choose from a variety of areas to tailor the qualification to their needs and interests, and to reflect the context of their work.
It covers a wide range of areas including dementia awareness, mental health and well-being, supporting individuals with their physical and emotional care, daily living needs and healthcare procedures.
The content is also aligned with the knowledge and skills required for the Adult Care Worker and Healthcare Support Worker apprenticeship standards.
Confirms occupational competence and/or ‘licence to practice’
Health and Social Care Level 2
This module looks at how political and other ideologies have affected the education system in England since 1944
Write a concise and interesting paragraph here that explains what this course is about
This unit is designed to develop skills in using modern surveying equipment to carry out a range of typical site surveying procedures in the construction and built environment sector. You will undertake setting out and alignment of construction work. This unit develops the understanding and skills required to perform surveying calculations. It is intended that the procedures outlined in the specification are performed using semi-manual methods and that you will also gain an understanding of the software available for site surveying. You will also develop the skills required to produce cartographic details from survey information using a manual approach, alongside the benifits of computer-aided plotting.
Higher National Certificate in Business
Assessment details, submission and grades
Write a concise and interesting paragraph here that explains what this course is about
Tutorials for eStream and eStream in Moodle
This unit on ICT and eLearning is part of the Masters Programme in Teacher Education at Bradford College. It may also be accessed by tutors keen to expand their horizons....
It provides an introduction to Web 2.0 giving learners the opportunity to explore a range of different technologies which could prove useful for their specific teaching environment. This may provide blended learning solutions in a climate in which physical learning spaces are shrinking and virtual learning spaces are becoming main stream within educational settings.
This course is built on the theoretical framework of a Community of Practice (CoP) as proposed by Wenger (1998). Throughout the course you will be expected to set up and maintain a public blog whilst commenting on the posts of your peers as part of your reflections on your learning. The cornerstone of your blog will be built on the underpinning theory of Gibb's Reflective Cycle (1988) or another model of your choice.
You will be expected to plan learning activities with Web 2.0 tools and reflect on this experience. It is therefore necessary that whilst you undertake this programme you are also teaching, or at least, planning to teach with students. Feedback from your learners on your new initiatives will help you evaluate the pedagogical implications of using Web 2.0 technologies.
Inclusive assessment and decision making
For your Health and Safety induction, first you need to look at the PowerPoint presentation and then complete this activity.
|
If you need to consult an item for your studies or teaching that Bradford College Library Services doesn’t give you access to either physically or electronically it is possible to request a copy of the item using the Inter-library Loans service. We use the Inter-library Loans service to ask the British Library to lend us a copy of a book, which we then let you borrow or in the case of a journal article make a copy of the article you wanted. f you need to consult an item for your studies or teaching that Bradford College Library Services doesn’t give you access to either physically or electronically it is possible to request a copy of the item using the Inter-library Loans service. If you have any questions please contact askalibrarian@bradfordcollege and we reply as soon as possible. |
 I |
International Approaches to Early Childhood Education and Care MUB50070
Option Module - 20pts
Option Module - 20pts
Throughout the foundation degree you will be encouraged to reflect upon your development and set targets for enabling your individual progress at college and in the field of work. We will examine ways in which to make both your academic and work based learning more effective.
This unit is all about how important the construction industry is to all of us. It provides places to live, work and learn, and infrastructure such as roads, power, stations, airports and railways.
It is important that buildings provide a healthy pleasant environment and that they ,fit in' with the natural surroundings. In the construction industry, advances in designs and materials are made almost every day - introducing new technology, materials and techniques. Many of these reduce the negative impact that the construction industry has had on the natural environment in the past.
Construction Industry employees work together in teams and aim to finish projects to the best possible standards, from the planners and designers at the beginning of a project, to the builders and engineers who create the structure, and the inspectors who check that it is safe.
Module Descriptor (pdf)
Module Descriptor (pdf)
Module Descriptor (pdf)
ITQ 2009 (QCF) is a way to improve your IT skills and use IT more effectively and productively. It is a nationally recognised programme that takes into account all of your existing IT skills.
There is a wide choice of units:- the Microsoft Office based applications such as Word Processing, Spreadsheets, PowerPoint, Email and the Internet to wider issues such as IT Maintenance and Security.
This is a course for those who want to gain confidence and improve their English in speaking, reading and writing. This course covers different topics from personal information to getting a job. It also covers maths and I.T too. This course is ideal for pre-entry to entry 1 learners, but can help those who may be higher but not confident with English. The course is unaccredited but can lead to other opportunities that is accredited. The course is for eight weeks.
Food Service Level 3
Write a concise and interesting paragraph here that explains what this course is about
BA Early Years Practice Level 6
BA Early Childhood Studies Level III
Core Module -
Semester 1 - 15pts
Level 1 Hairdressing
Previously called - Level 1 in Hair and Beauty Skills
This online resource is here to support learners enrolled on to Level 1 Motor Vehicle. It will have relevant course materials, homework and CPD activities/content.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Welcome to your Level 2 Diploma / NVQ 2 Moodle Course.
The Course is designed to help you study in your own time useing the Bradford VLE College Website.
The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
This qualification is a Technical Certificate qualification, which has been developed collaboratively with employers, professional associates and trade bodies to set the standard and content.
Throughout the qualification, learners will develop their knowledge and understanding of relevant health and safety. Learners will develop knowledge of produce and ingredients as well as skills and techniques used to prepare, cook and finish bakery and patisserie products. Learners will also develop their awareness of environment sustainability and their commercial skills, all of which are valued highly by employers.
Full time level 2 technical certificate incorporating instructional units in gym instruction, circuits, and studio cycling, as well as general units in professional development, health and safety, and customer service amongst others.
This online resource is here to support learners enrolled on to Level 2 Motor Vehicle. It will have relevant course materials, homework and CPD activities/content.
The qualification is specifically suitable for those who work or want to work as:
- teachers/trainers in the FE and Skills Sector, i.e. further, adult and community education, work-based learning and the voluntary sector, provided they are qualified/experienced in the subject they intend to teach at the appropriate level
- technicians and other support staff in further and adult education
The Level 3 Award in Education and Training is for people intending to work as teachers/trainers (Pre-service) or those already working as teachers/trainers (In-service). The qualification reflects the new standards and replaces the ‘Preparing to Teach in the Lifelong Learning Sector’ qualification (PTLLS)
The qualification is specifically suitable for those who work or want to work as:
- teachers/trainers in the FE and Skills Sector, i.e. further, adult and community education, work-based learning and the voluntary sector, provided they are qualified/experienced in the subject they intend to teach at the appropriate level
- technicians and other support staff in further and adult education
This is a VTCT Level 3 Diploma in Beauty Therapy Treatments and has been specifically designed to develop your practical beauty therapy skills such as; face and body electrotherapy and body massage along with the additional units of individual eyelashes and Acrylic nails.
The course is intended to provide a basic introduction to personal tutoring. The intention is to introduce and reinforce the basic principles of personal tutoring.
On successfully completing the entire course you will be accredited with a nationally recognised 26 credit qualification. Later in this handbook you will see what is required of you in order to complete the qualification.
This qualification meets the National Occupational Standards for Personal Tutoring and could act as a springboard to further progression in teaching, learning and assessment.
Welcome to the NVQ 3 Trowel occupations course
The modules are designed to help you progress with supervisory & complex walling - setting out methods of work. The modules are designed to enable you to work more effectively and productively. The information gained will support you in your studies when carrying out your work activities.
Course Tutor Nigel Smith
This unit will introduce you to a range of digital learning authoring tools. On completion of this unit learners will be able to evaluate the functionality and suitability of these tools in relation to specific projects and become a confident user of at least one of these tools with which they will create a learning object for a specific project.
Maintenance and Adaptation of Buildings
You need to complete the GOLA exams for 201, 202 and complete the painting and decorating unit 236.
This course is designed to help students understand the many and varied areas that face present management in todays constrution industry.
An idea of what the problems that need to be faced as well as solutions that can be acheived wil be discussed.
(1)
Management Accounting – Decision and Control
This course is for the following units:
Unit 202 - Principles of building construction, information and communication
This course is for the following units:
Unit 208 - First fix partitions and stairs
Unit 209 - Second fix
This unit provides learners with an understanding of the tendering processes and procedures
used in construction and the built environment. Learners vvill also gain skills to estimate for
construction operations.
This module will examine the historical background to inclusion, current legislation and guidelines around the inclusion of students with disabilities. Particular consideration will be given to enabling students to overcome barriers within your own work base and in a wider context.
An online staff development course for all potential moodlers. This course offers advice, support and resources on getting started with Moodle.
This programme is designed to support you in understanding the concepts of equality and diversity, developing this knowledge as to understand why promoting equality and diversity in the workplace is beneficial to a business and also the wider community as a whole. You will gain understanding of personal and social identities, beliefs, values, stereotyping, labelling, prejudice and discrimination. You will determine how diversity is supported both in the workplace and within the wider community.
The focus of the module is on exploring theoretical frameworks for numeracy and curriculum development. There is consideration of what the learner brings to numeracy learning. Factors considered include socio-economic status, learning difficulties and barriers, historical perspective, biography and public and popular perceptions and context.
The NVQ Level 1 Food & Beverage Service course provides an introduction to the skills required to deliver a high standard of service.
Students are taught theory which is backed up through practical assessment. Students are required also to complete Underpinning Knowledge Question Papers and Supplementary Questions to successfully complete units.
This course is a diploma in professional cookery. It is run both within a simulated working environment and the classroom where theory is delivered. The qualification covers all areas of the hospitality and catering industry. You will be trained on this course up to a supervisory position within a professional kitchen.
Who is it for?
The Level 3 S/NVQ in Management is for you if
you are a practising first line manager who has:
- A tightly defined area of responsibility
- Some limited opportunity for taking decisions and managing budgets
- Responsibility for achieving specific results by using resources effectively, and
- Responsibility for allocating work to team members, colleagues or contractors.
This module is designed to introduce you to the retail aspects and considerations needed for work in the optical retail practices. You will gain knowledge and understanding of optical practice business structure and procedures, selling techniques in optical retail, and how optical practice performance is monitered and controlled. Patient interaction within the retail environment will also be covered. The knowledge gained in this module will prove advantageous when entering the optical retail world upon completion of your course.
Ophthalmic Resource Articles.
Welcome to the resource article page.
The articles included here can be used to help with additional reading and research. They have been separated into the various catagories below, and also include study-skills articles for referencing and academic writing.
ENSURE THAT YOU REFERENCE THESE ARTICLES USING THE CORRECT REFERENCING FORMAT IF YOU INCLUDE THEM IN ANY ASSIGNMENTS (See referencing guidelines under Academic skills articles).
|
This module will draw upon sociological, psychological and economic theory to understand the operation of business organisations and an awareness of appropriate and effective practices for their design and development. |
Painting and Decorating Pre-Gola Tests
Welcome to the Core English - Language and Literacy Area on Moodle.
This should support your studies over the PGCE year.
Here you will find lecture notes and other documents to increase your subject knowledge and pedagogical awareness to support your teaching of English across the primary age range.
If you have any issues, questions or queries do not hesitate to get in touch.
Julie Brown
j.ward@bradfordcollege.ac.uk
A guide to help retain your Academic Integrity.
This module will identify and enhance your skills and development needs in order to equip you to succeed in your studies and undertake independent personal and academic planning and practice.
The module provides you with the opportunity to show how you develop as a learner during your first year and identify your development and academic learning needs for the rest of your course and beyond.
This unit is about how car engines work, the names of the important components, how to strip and rebuild an engine and how to sevice the engine.
PPD - Personal and Professional Development
Here you will find a range of resources to support and evidence your development of Professional Practice in line with the Professional Standards.
This includes,
- presentations and resources from PPD sessions,
- proformas for use in placement
- additional reading and key sources
- links to websites
This module will introduce you to the concept of safeguarding and child protection in early years care and education settings, primary schools and voluntary organisations. It will explore key drivers, statutory and non-statutory guidance relating to the rights of the child and their families.
Welcome to the Primary Language Centre. This section holds information about generic language issues that apply to all year groups and courses.
This unit will develop knowledge and understanding of the principles of sport coaching and will demonstrate practical skills in the planning, design and delivery of coaching sessions.
PROFESSIONAL DEVELOPMENT (GMD) (20 CREDITS)
Through the development of a progress file this year long module provides an introductory overview of professional practices in the graphic media design and creative industries. It enables reflection on learning and possible career options.
Including study skills and assignment presentation techniques, the progress file activity, which will be pursued throughout the course, at this level this will include the development of responding to feedback from all modules leading to self-evaluative techniques and strategies.
Assessment is through the production of a progress file and personal journal
Professional Practice is designed to provide guidance on Law and Ethics within our profession. Within this world of 'where there is blame there is a claim' we need to fully understand our duties toward staff and customers. The environment we work in is evolving and we need to maintain knowledge and standards of practice that ensure we constantly deliver high standards of care and commitment to the customers and the profession.
Professional Practice & Development 2 MUB50072
|
The module will enable you to further enhance your continuing professional development and Early Years practice through placement. The module will encourage you to think critically and make decisions about your practice to identify strengths and areas to improve and relate these to career opportunities. You will also develop a professional portfolio of evidence to demonstrate continuing self-awareness skills and competence in the context of the Early Years setting.
|
To provide students with knowledge and understanding and practical skills of Special Education Needs and Disability (SEND) as they relate to sports and physical activity
20 Credit, Year 2, Level 5 module:
This module builds on the skills and knowledge that students gained in level 4 modules, (such as the Introduction to Research module for EYS and FDA). This module requires that students identify and propose a
The Psychological Disorders and Emotional Distress module aims to develop students' critical understandings of the various ways in which psychological disorders and emotional distress are classified, explained and experienced.
test Requirements Engineering and
Software DesignResearch projects and events for the academic year 2014 to 2015.
This is an open area for all staff and students involved in research.
Find useful forms, guidance and policy here to help you with research ethics.
Contact research ethics co-ordinator Ruth Wilson for further information: r.wilson2@bradfordcollege.ac.uk
This is a record of the development and dissemination activities of the Research Ethics Committee and the Research Ethics Co-ordinator.
This is a record of the individual submissions to the REC, January 2013, and the decsions made.
This is a closed forum, open only to the members of the REC and relevant support staff.
Research Methods MUB50071
20 Credit, Year 2, Level 5 module:
This module builds on the skills and knowledge that students gained in level 4 modules, (such as the Introduction to Research module for EYS and FDA). This module requires that students identify and propose a
Level 1 diploma carpentry and joinery.
Level 2 diploma carpentry and joinery.
Description of unit
The aim of this unit is to develop a critical awareness of sales planning and operations. Learners will analyse the stages involved in the selling process, and evaluate the role of personal selling in creating value and developing customer relationships in a variety of contexts and environments.
The unit will also consider the management and organisation of the sales force to achieve sales objectives.
Summary of learning outcomes
To achieve this unit a learner must:
1 Explore the role of personal selling within the overall marketing of organisations
2 Identify and evaluate the stages in the selling process
3 Analyse the role and objectives of sales management
4 Examine the implications of operating in different sales environments and contexts.
Write a concise and interesting paragraph here that explains what this course is about
On-line course files for the Sixth Form Centre (BCCAS and Science)
Your own personal and developmental module!
Skills-On is your Moodle page to become a better you and get ready for your work placement in the Construction & Civil Engineering Industry.
We will explore together what soft skills, attributes and attitudes you must get and improve to achieve a future job within these two sectors.
EYPS open learning page
The Sociology of Health, Welfare and Community
MUB40021 Sound and Lighting Techniques for Film and TV
WELCOME MESSAGE
This is to welcome all associated with the 2013 -14 School Direct (salaried) cohort. A particular welcome is extended to the trainees and to School-Based Trainers who may be visiting this page for the first time. Please visit regularly as this notice board is the quickest means of communicating current information.
We will give notice of important news, events etc and post any supporting resources. Please visit it frequently.
This course was created by Paul Nelson from Cornwall College and is aimed at 11-18 year olds. Some of thei nformation is therefore aimed at younger learners. However, this course comprises links and useful resources which you can explore in one place.
If you would like to contribute to this site please feel free to contact Staff Development as we welcome lesson plans, ideas and suggestions for improvement.
The ‘outstanding NQT’ programme has been developed by Bradford College to enable you to work step-by-step in your NQT year to make progress towards’ good ‘and ‘outstanding’ classroom teaching. We understand the challenges you face in making a real impact and getting your career off to a flying start. That is why we have written a range of practice development guides for you to deliver original creative teaching that has pupil learning firmly at the centre of all your activity. We also offer additional support through SKYPE coaching and on-site training. Contact the college for further details.
Write a concise and interesting paragraph here that explains what this course is about
 |
| Tips and advice to help you improve your study skills, including links to online tutorials as well as electronic books on study skills techniques and research methods. You can also find out more about how to reference books, journals, and social media in your assignments. |
Study Skills Moodle page will allow you to explore the different topics delivered on a weekly basis and access resources to support your Academic Writing skills. Please familiarise yourself with resources attached. There is also supporting documentation to aid any dissertation work you may have.
The course aims to enable you to: -
• learn in a mutually supportive environment that values your experience and enables you to reflect upon, evaluate and build on your experiences and identify personal strengths and weaknesses;
• examine and understand a range of practical and theoretical perspectives that can be applied to improve the quality of your work and enable you to be a more effective practitioner; and
• extend your competence and gain academic recognition of your professional development.
This is a Year 2 Module examining the part of assessment....
Hi all, if you are reading this message then you have successfully logged onto Moodle. Well done.
The aim of the module is to advance the knowledge and understanding of how scientific and environmental factors impact on construction processes, the choice of building materials and techniques and the suitability of their use within the built environment and critically evaluate alternative sustainable construction techniques
The module will critically appraise sustainable and environmental factors and the functions of architectural technology and analyse operational and production control decisions relating to planning, health and safety, quality and other key factors and evaluate the relationship between maintenance requirements, materials and sustainability.
Write a concise and interesting paragraph here that explains what this course is about
Enrol here to book SWAP tutorial sessions, access resources and find out full details for the academic writing coach.
This L4 module allows you to develop your knowledge and understanding of the role and responsibility of a professional teacher in the creative arts. It will also provide you with an opportunity to explore new or different skills through practical workshops, demonstrations and seminars. Many creative practitioners will be called upon to deliver practical workshops or taught sessions as part of their ‘portfolio career’ and teaching can be a fulfilling way to supplement your income.
On completing this unit you will have gained an insight into the role and responsibilities of being a teacher/workshop leader, you will have assessed the effectiveness of a range of approaches and will have delivered a practical workshop.
If working with young people and/or vulnerable adults, you will be instructed on current ethical frameworks. This would require the need for a satisfactory DBS check and training in safeguarding and prevent strategies.
You will be required to undertake some teaching practice as part of this module. The minimum requirement is 30 hours. This could be over a number of weeks, partial day release or in a block. This will be negotiated with your tutor.
Your TLA team is here to help. Feel free to contact us.
Head of TLA - Diana BirdD.Bird@bradfordcollege.ac.uk Phone 07833 261206
Learning and Quality Managers ext 8253
Jackie Sharp J.Sharp@bradfordcollege.ac.uk
Tim Lupton T.Lupton@bradfordcollege.ac.uk
Jack Leng j.leng @bradfordcollege.ac.uk
MUB40042 Techniques and Processes in Editing
A brief introduction to Technology & Media's Camera & Camcorder Loan Kits, Specifications for Classroom, Assignment and Project Work.
Write a concise and interesting paragraph here that explains what this course is about
15 Credit, stage 2 module
Theory of Low Vision and Contact lenses BSc (Hons) & FdSc
Contact Lens Component
MUB50135 / MUB50135PT
VLE books - access to well over 100 books from the online library on management (although some are specific to certain industries)
e-book library access link (then click on VLebooks tab)
Introduction
This module will introduce you to ophthalmic lens theory. You will gain a knowledge and understanding of basic optics, spherical, astigmatic and toric lenses, the lens measure, lens thickness and the effect of incorporating an ophthalmic prism in a spectacle lens. You will also learn how the field of view is altered when looking through a spectacle lens.
At the end of this module, you should be able to:
- Describe the materials and recall the terminology used in ophthalmic lenses
- Demonstrate a knowledge and understanding of basic optical principles which apply to ophthalmic lenses, the lens measure and its relation to lens thickness
- Recognise and define terms relating to ophthalmic prisms
- Apply basic mathematical concepts to solve ophthalmic lens problems both graphically and by calculation
- Carry out all types of transposition
Assessment
- The module will be examined at the end of semester 2 in a 1.5 hour closed book examination which will consist of structured questions.
To pass this module you will need a mark of 40%
Introduction
This module will introduce you to ophthalmic lens theory. You will gain a knowledge and understanding of basic optics, spherical, astigmatic and toric lenses, the lens measure, lens thickness and the effect of incorporating an ophthalmic prism in a spectacle lens. You will also learn how the field of view is altered when looking through a spectacle lens.
At the end of this module, you should be able to:
- Describe the materials and recall the terminology used in ophthalmic lenses
- Demonstrate a knowledge and understanding of basic optical principles which apply to ophthalmic lenses, the lens measure and its relation to lens thickness
- Recognise and define terms relating to ophthalmic prisms
- Apply basic mathematical concepts to solve ophthalmic lens problems both graphically and by calculation
- Carry out all types of transposition
Assessment
- The module will be examined at the end of semester 2 in a 1.5 hour closed book examination which will consist of structured questions.
To pass this module you will need a mark of 40%
This online space has been set up in 2013 to provide an online space for Bradford College tutors to upload their assignments via Turnitin and to view some guidance documentation and resources.
This module will examine defintions of dyslexia, assessment, symptons and strategies for overcoming barriers to learning.
This module will examine defintions of dyslexia, assessment, symptons and strategies for overcoming barriers to learning.
Learning Outcomes
By the end of this unit students will be able to:
1. Formulate a project that will provide a solution to an identified problem.
2. Manage a project within agreed timescales and specification; documenting the
process throughout.
3. Evaluate potential project management solutions.
4. Produce a project report and deliver a presentation of the final project
outcomes.
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the terminology used in construction technology.
2. Describe the different techniques used to construct a range of substructures
and superstructures, including their function and design selection criteria.
3. Identify the different types of civil engineering/infrastructure technology used
in support of buildings.
4. Illustrate the supply and distribution of a range of building services and how
they are accommodated within the building.
Learning Outcomes
By the end of this unit students will be able to:
1. Review health and safety regulations and legislation associated with the
storage, handling and use of materials on a construction site.
2. Discuss the environmental and sustainability factors which can impact on and
influence the material choices for a construction project.
3. Present material choices for a given building using performance properties,
experimental data, sustainability and environmental consideration.
4. Evaluate the performance of a given building in respect of its human comfort
requirements.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe the construction industry with reference to company structures and
other activities.
2. Explain different types of construction companies in the market and their
relationships within the tendering process.
3. Discuss the key stages in a construction project, and how Building Information
Modelling informs the different stages.
4. Analyse how the construction industry has developed suitable collaboration
strategies in support of greater recognition of health & safety.
Learning Outcomes
By the end of this unit students will be able to:
1. Examine the process used to obtain planning permission for the construction
and alteration of buildings.
2. Discuss the processes and regulations used to control design and to ensure
safe buildings.
3. Assess the laws used to ensure that construction sites operate safely and
consider adjoining land-users.
4. Analyse how the law of contract and land law are used to sell and lease land
and buildings.
Learning Outcomes
By the end of this unit students will be able to:
1. Evaluate different types of construction information in the context of diverse
project types.
2. Develop construction drawings, details, schedules and specifications in support
of a given construction project.
3. Interpret different types of construction information in order to explain a
construction project.
4. Assess ways in which construction professionals collaborate in the production
of construction information.
Learning Outcomes
By the end of this unit students will be able to:
1. Undertake a survey to establish a station network for horizontal and vertical
control.
2. Explain the process of undertaking a topographic survey.
3. Apply industry standard techniques in the production, transferring and staking
out of co-ordinates of multiple construction elements.
4. Prepare a report on the causes of errors and techniques to improve accuracy,
including the use of digital data.
Learning Outcomes
By the end of this unit students will be able to:
1. Identify the relevance of mathematical methods to a variety of conceptualised
construction examples.
2. Investigate applications of statistical techniques to interpret, organise and
present data by using appropriate computer software packages.
3. Use analytical and computational methods for solving problems by relating
sinusoidal wave and vector functions to their respective construction
applications.
4. Illustrate the wide-ranging uses of calculus within different construction
disciplines by solving problems of differential and integral calculus.
Unit 1 Maintain Health, Safety and Welfare Systems in Construction Contracting Operations Management
This unit is about health, safety and welfare policy and how it is implemented in an
organisation. The knowledge gained applies to all workplaces whether a site,
workshop, office or elsewhere.
You will need to promote a culture of health, safety and welfare and ensure that induction has taken place. You will need to check systems regularly, record/report information, identify possible improvements, make recommendations and implement systems.
You will need to identify hazards, obtain and review information relating to them and assess risks. You will need to apply the protection and prevention principles, identify any residual risks and pass on information relating to them.
You will need to identify the necessary resources and promote and maintain risk reduction.
It is now accepted that the sport industry is an important generator of economic activity and employment and, while the public and voluntary sectors of the industry play a part, it is the commercial sector in sport that accounts for the major share of sport-related economic activity & employment. This unit will investigate the size, scale and impact of sport in the UK.
This unit explores the structure and function of the skeletal, muscular, cardiovascular and respiratory systems, and how each responds to exercise. To complete the unit, each of the three energy systems are examined.
The aim of this unit is to give learners the skills and knowledge to plan a fitness training programme and to monitor and evaluate it.
The first part of the unit looks at the fitness requirements of a range of sporting activities. Learners are required to collect and study information from a range of sources.
The second part of the unit involves the learner planning a fitness training programme for a selected individual. Learners examine the principles of training, different methods of fitness training for each component of fitness, and the concept of periodisation. Learners are required to set goals for a fitness training programme, outline the structure of the training year and plan at least six weeks in detail.
LEVEL 3 UNIT 10: Business computing F/507/5011
Guided learning hours: 60
Essential resources required for this unit: None This unit is internally assessed and externally moderated by OCR.
UNIT AIM:
Businesses and organisations are driven by the information that they gather, process and provide. Often, this involves computers, networks and databases. In this unit, you will gain an understanding of how information technology and computer-based systems facilitate the needs of business and how businesses use information. You will learn about the skills and attributes needed by people working in data analysis and will gain practical experience of editing and manipulating a variety of different forms of information before applying these skills to solve a specific problem. This unit is in the Data Analyst specialist pathway due to its relevance to a business and data analytical environment. The unit supports the development of skills, knowledge and understanding relevant to a data analyst role, and can be used as a starting point to further develop their understanding of working with and analysing data, regardless of size and complexity.
In this unit you will learn to plan, evaluate and improve procedures and involves using IT tools and systems to improve the productivity and efficiency of tasks and activities.
In this unit you will learn how to make the best use of email software to safely and securely send, receive and store messages.
Learning Outcomes
By the end of this unit students will be able to:
1. Define standard measurement techniques used for taking-off quantities for
estimating purposes.
2. Perform taking-off techniques in the production of a range of quantities for a
structure.
3. Interpret the principles and techniques of estimating in compiling a final price.
4. Prepare an estimate for a work activity.
Learning Outcomes
By the end of this unit a student will be able to:
1. Explain the legal status of different types of building companies.
2. Explore different sources of finance available to a construction company and
strategies used to manage finance.
3. Evaluate forms of company organisation within the contemporary construction
industry.
4. Illustrate the different strategies used by a construction company to manage
resources.
On completion of this unit learners will understand the key concepts of effective leadership and will have developed the skills required in the planning, delivery and review of activity sessions.
In this unit you will learn how to use software applications to produce presentations, which include a combination of media (images, animations and sound) for education, entertainment or information sharing.
In this unit you will learn how to use a software application designed to record data in rows and columns, and perform calculations with numerical data.
In this unit you will learn how to use a software application designed for the creation, editing and production of largely text-based documents.
Write a concise and interesting paragraph here that explains what this course is about
This unit will help to develop the knowledge, skills and understanding required to successfully plan, deliver and evaluate a range of exercise programmes. Learners will explore the principles behind planning a safe and effective exercise session. This will include the use of pre-screening questionnaires and planning activity sessions to meet individual clients’ needs.
Write a concise and interesting paragraph here that explains what this course is about
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the methods and techniques used in civil engineering for earthworks
and substructures.
2. Present a site safety plan, risk assessment and method statement for a given
civil engineering activity.
3. Evaluate a given civil engineering problem and propose a solution.
4. Prepare a design proposal for a new infrastructure project.
The aim of this unit is to enable learners to understand the components of computer systems and develop the skills needed to recommend appropriate systems for business purposes and set up and maintain computer systems.
Unit abstract
Most IT practitioners will at some stage have to set up, use, customise and maintain a
computer system or systems. In order to do so effectively they will need to
understand the components that make up a computer system. The operating system
interacts with the hardware components in order to make a functioning machine. As
this relationship is so close, this unit develops skills in hardware components and the
operating systems. Although the Microsoft operating system currently dominates the
market, it is not the only operating system and learners should explore at least one
other.
There are many different manufacturers of computer systems and each manufacturer
will produce a wide range of models with different specifications. Deciding which
particular model is appropriate for a given situation depends on a variety of factors.
These are explored in this unit so that successful learners can make informed choices
when choosing and purchasing systems.
In terms of software, the operating system itself often provides utility programmes
that assist the user in managing the machine. However other third party software
utility programmes such as virus checkers are also used extensively. This unit
considers both types of utility software.
Computer users also need the skills required to set up and carry out routine
maintenance of computer systems. Although this unit does not cover extensively fault
finding and repair, it includes the basic maintenance skills that would normally be
expected of most computer users.
Learning outcomes
On completion of this unit a learner should
1 Understand the hardware components of computer systems
2 Understand the software components of computer systems
3 Be able to undertake routine computer maintenance.
:This unit develops learners’ awareness of the importance of health and safety legislation, regulations and legal responsibilities of all those working in sporting situations.
Learning Outcomes
By the end of this unit students will be able to:
1. Calculate bending moments and shear forces for simply supported steel and
concrete beams.
2. Determine deflection for simply supported steel beams.
3. Calculate the axial load carrying capacity of steel and reinforced concrete
columns.
4. Explore design methods for steel, reinforced concrete beams and columns.
Human computer interaction (HCI) deals with the way people use computers, and how IT professionals plan for and design this.
Human computer interaction (HCI) deals with the way people use computers, and how IT professionals plan for and design this.
Human computer interaction (HCI) deals with the way people use computers, and how IT professionals plan for and design this.
The aim of this unit is to ensure learners understand the effects developments in IT have on organisations and how organisation respond to these developments, and enable learners to propose IT-enabled improvements to business systems.
The aim of this unit is to ensure learners understand the effects developments in IT have on organisations and how organisation respond to these developments, and enable learners to propose IT-enabled improvements to business systems.
The aim of this unit is to ensure learners understand the effects developments in IT have on organisations and how organisation respond to these developments, and enable learners to propose IT-enabled improvements to business systems.
Each weekly folder contains resources, homework and preparation tasks that you need to get ready for you next lesson. If you don't understand what you need to do before a lesson email me: s.marshall@bradfordcollege.ac.uk
Electrical and Electronics Principles covers the following topics
- DC Circuits
- Capacitors
- Diodes
- Magnetism and Electromagnetism
- AC Circuit theory
This unit aims to develop the learners’ own practical sports performance in team sports, focusing on the application of skills, techniques and tactics. This is achieved through participation in practical activities, and reflection on their performances and those of other performers.
Learners will have the opportunity to practice and refine their individual skills and techniques, investigate and experience different team tactics and formations, and review and analyse their own performance in these areas and that of other individuals.
The rules and regulations of team sport are also investigated, as an awareness of the rules can often lead to an improvement in performance. Throughout the unit, learners will be made aware of safe practice relating to all those participating in the sport.
This unit aims to develop the learner’s own practical sports performance in individual sports, focusing on the application of skills, techniques and tactics. This is achieved through participation in practical activities and reflection on their performances and those of other performers.
In this unit you will learn how to set up and use appropriate connection methods to access the Internet, make the best use of browser software tools and techniques to search for, retrieve and exchange information using a browser or public search engine, and work safely and securely online.
This unit is from the Microsoft Digital Literacy curriculum and provides basic knowledge and understanding of how to connect to the Internet, browse web pages, navigate websites, use search engines and exchange email with others.
On completion of this unit learners will be able to interpret requirements for a spreadsheet, take unstructured data, plan how to use it in a spreadsheet, create and populate a spreadsheet, use relevant functions and tools to manipulate the data and produce outputs to present the data graphically to support decision making.
On completion of this unit learners will be able to modify an existing database and produce a relational database. They will also be able to create queries to interrogate a database and find specific records and produce reports based on the results of these queries and create a user interface for the database.
On completion of this unit learners will be able to show how the interactive product meets both the user needs and extends their capability within the use of applications software such as website development.
On completion of this unit learners will be able to create a digital image that communicates the intended message effectively, meeting the client’s needs, and they will have extended their capability within the use of digital editing software packages.
This unit helps you to understand that different areas of work have different health requirements. It also considers how good personal health can be maintained in different areas of work by reducing health risks in the workplace.
The aim of this unit is for you to develop an understanding of how to set up an enterprise activity to sell a product or service.
Workskills Unit 5 - Searching for a Job
In this unit you will find out how to make choices about the most appropriate ways to search for jobs and the most appropriate jobs to search for.
Workskills Unit 6 - Applying for a Job
In this unit you will find out how to apply for a range of job vacancies.
In this unit you will develop the skills of planning appropriate questions to ask an interviewer as well as preparing responses to likely questions ahead of an interview. You will also look at how to make effective travel plans for an interview to help you arrive at the correct time and place.
In this unit you will develop the basic communication skills needed for an interview, both verbal and non-verbal skills. You will learn about the importance of answering interview questions clearly and appropriately. You will also understand the value of learning from the interview experience.
In this unit you will investigate how science is used in real life. You will carry out a survey of local science based businesses and summarise how they use science. You will then write a detailed report on one science based company.
This unit is an examined unit with topics in biology and physics that cover energy transfer systems.
Write a concise and interesting paragraph here that explains what this course is about
This online course complements staff development workshops introducing Web 2.0 technologies for learning and teaching.
It provides an introduction to Web 2.0 giving tutors the opportunity to explore a range of different technologies which could prove useful for their specific teaching environment. This may provide blended learning solutions in a climate in which physical learning spaces are shrinking and virtual learning spaces are becoming main stream within educational settings.
This course is built on the theoretical framework of a Community of Practice (CoP) as proposed by Wenger (1998). Throughout the course you will be expected to set up and maintain a public blog whilst commenting on the posts of your peers as part of your reflections on your learning. The cornerstone of your blog will be built on the underpinning theory of Gibb's Reflective Cycle (1988) or another model of your choice.
You will be expected to plan learning activities with Web 2.0 tools and reflect on this experience. It is therefore necessary that whilst you undertake this programme you are also teaching, or at least, planning to teach with students. Feedback from your learners on your new initiatives will help you evaluate the pedagogical implications of using Web 2.0 technologies.
WBALGVS1 - L2 Diploma in Light Vehicle Maintenance and Repairs
WBALGVS2 - L3 Service and Maintenace Technician (Light Vehicle)
WBALGVS3 - L3 Service and Maintenace Technician (Light Vehicle)
Build a responsive website using HTML 5, CSS3 and PHP.
EYPS open learning page
This is an action and uses unit
This is an action and uses unit
This is the final action and uses unit
This is the final unit for your course and will include you getting prepared for registration
This is a communication unit and will have been incorporated throughout the course so only has minimum learning requirements
This is one of the action and uses of drugs units
This is one of the action and uses units
This is an action and uses unit