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.

The staff information and resource "Hub" for Youth and Community Development.

Welcome to the first year of the course

Welcome to the first year of the course

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).

Here you might find interesting items.

They may or may not be related to the course

This is the final stage of the AAT

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

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.

Welcome to the Bradford College Induction pages on Moodle. This is here to help you as a new member of staff. The information contained in these pages complements that discussed during your recent Induction training course.

Welcome to the first year of the course

Welcome to the first year of the course

Welcome to the first year of the course

Welcome to the first year of the course

Welcome to the moodle page for your dissertation module!

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.

Welcome to the first year of the course

Welcome to the first year of the course

Welcome to the first year of the course

Library resources for Beauty Therapy

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 Bradford College Induction pages on Moodle. This is here to help you as a new member of staff. The information contained in these pages complements that discussed during your recent Induction training course.

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

The VLE area for the BSc Construction & Civil Engineering Programme Area

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.

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.

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.

The study of company law in the UK dealing with the corporate identity of a company; examining how various companies are set up, the requirements laid down in the Companies Act 2006, taking the principles from the creation of the company to the winding up of the company.

This is the Contract Law study area. This course is for students studying Contract Law as part of their LLB, CLC, Ilex or Foundation Degree in Law course.

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

This is a test course to map the scheme of work template to a unit in Moodle

The Level 2 Technical Certificate for preparing to work  in Dental Settings is aimed at learners who are looking to start a career working in Dental Health. Learners could progress into employment, onto an Apprenticeship or could decide to further their studies by taking other qualifications at Level 3.

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.

This is a summary of the Work Based Learning module

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.

Education Beyond The Classroom

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. 

This is a test course to map the scheme of work template to a unit in Moodle

This is a Year 2 Module examining how knowledge of  mistakes and misconceptions can improve outcomes for pupils in English and maths.

This course investigates eSafety issues. With acknowledgements and thanks to the JISC RSC East Midlands who originally devised this course.

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

Here you will find all the resources you need to work with eTrackr.  Below this text you will see a grey Enrol Now link.  Please select this to enter the site.

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.

Information for External Examiner for the Ba SMLE

This is for the Ba(Hons) Education Studies External Examiner.  You will find second marking here for all 3 year groups.

This is for the PSET External Examiner.  You will find second marking here for all PSET groups.

Level 2 Early Years Practitioner 

Text book - https://www-dawsonera-com.shibboleth.bradfordcollege.ac.uk:2443/abstract/9781510468481

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.

Welcome to the GCSE tutorial programme for 2014-2015

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

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 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’

This module looks at how political and other ideologies have affected the education system in England since 1944

The VLE area for the HE Construction Programme Area

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.

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. 

Welcome to the Moodle site for

Improve your English for Teaching

For your Health and Safety induction, first you need to look at the PowerPoint presentation and then complete this activity.

This post-graduate level module is available to those enroled on the MA International Business Management only

This post-graduate level module is available to those enroled on the MA International Business Management only

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.

15 Credit, Stage 1 Module: This module introduces students to a range of research methodologies via which they can carry out professional, reflective research within their practice environment

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.

This is a test course to map the scheme of work template to a unit in Moodle

The VLE area for the Law School

BA Early Childhood Studies Level III
Core Module -
Semester 1 - 15pts

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.

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

Second year of the City & Guilds Level 3 Diploma in Pharmaceutical Science

Second year of the City & Guilds Level 3 Diploma in Pharmaceutical Science

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.

You need to complete the GOLA exams for 201, 202 and complete the painting and decorating unit 236.

This module investigates the challenges faced by Public Service Organisations (PSO's) as they create & develop cooperative & collaborative partnerships to improve the delivery of services to the public & local communities.

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.

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.

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.

Quick link to Library and Learning Resources

Library catalogue - click here to find out of if a book is in the Library or to renew your library books

Learning Resources for Engineering

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. 

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).

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 

Level 2 NCFE Diploma for Entry to the Uniformed Services

PHL32DUPS NCFE Level 3 Diploma for Entry to the Uniformed Services (720 GLH)

Level 3 NCFE Certificate for Entry to the Uniformed Services

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

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 practice based research project, carry out a literature review (secondary research) to inform the work and then, with approval, undertake a small-scale practice-based (primary) research project and submit a final report.

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.

Research 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 practice based research project, carry out a literature review (secondary research) to inform the work and then, with approval, undertake a small-scale practice-based (primary) research project and submit a final report.

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.

Welcome to the Secondary Partnership Steering Group 2019.  Here you will find documentation in advance of the meetings.

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.

The Sociology of Health, Welfare and Community

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.  

This is the main Students' Union course for student reps.

The Students' Union is otherwise based externally at www.bradfordcollegeSU.co.uk

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. 

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 this unitis to enable you to develop skills in

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.

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.

15 Credit, stage 2 module

15 Credit, stage 2 module

This space allows you to explore some of the moodle tools that tutors often overlook simply because they haven't had the time to investigate what they are. This site is used in conjunction with the workshop "The Moodle Goodie Bag".

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)

BA Early Childhood Studies Level III
Core Module -
Semester 3 - 15pts

Theory of Low Vision

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.

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. 

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.

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.

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 a software application designed for the creation, editing and production of largely text-based documents.

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Explain the need for refurbishment. 

2.  Compare different options for refurbishment projects. 

3.  Analyse the refurbishment process. 

4.  Prepare a proposal for a refurbishment scheme.  

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.

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.

The module, Advanced Sports Leadership, will provide you with the opportunity to progress from some basic sports coaching skills into the area of advanced sports leadership. For the majority of the module students will be engaged in a variety of physical activities. At the start of the module the emphasis will be on participation, progressing later to leadership. Students will develop their theoretical knowledge of the principles of sports leadership through the production of a portfolio.

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.

An introduction to Sports Development & the Sports Development Continuum Model.

Electrical and Electronics Principles covers the following topics

• DC Circuits
• Capacitors
• Diodes
• Magnetism and Electromagnetism
• AC Circuit theory

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.

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.