Mr Jim Smith
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Unit 2 Planning and Enabling Learning
Level 4 theory assessment
Examine the impact of planning and enabling learning of: Negotiating with learners; inclusive learning; integrating functional skills; communication
Context (your teaching and learning groups)
To contextualize this work it is first necessary to explain my role and teaching within Petroc (Tiverton Campus). I’m a catering Lecturing in my third year of teaching this current academic year 2009-10 being the first where I have been employed on a full time lecturing contract. My background before embarking on my teaching career is in both Fine dining restaurants and award winning Gastro Pubs. I specialise in kitchen rather than restaurant.
This year I’ve been made lead lecturer in the Food Production qualifications on all three NVQ levels 1, 2 and 3. I’ve been tasked with introducing new menus, with a much more modern and current industrial standard than previously delivered at the college. I’ve also been building links with employers and placing students to make the nature of what we are delivering far more inspirational than it had been previously. We now have students being placed a Rick Steins, The Michelin Stared Castle Hotel at Taunton and Woods, Somerset’s dinning pub of the year.
I’m a tutor of the NVQ level 3 group. I deliver both theory and skills with this group, as well as running sessions in the production kitchen where we open a restaurant to the general public. The production sessions are mixed sessions with all three levels of students participating as well as integrating year 11 Links students who are on a multi skilled level 1 NVQ qualification and released to the college one day a week from their schools. There is Learning support provided in the production classes, this is targeted on a daily basis as to which students needs are greatest. This allocation of support can depend not only on the students’ abilities but also what section they are working on and who they are...
Level 4 theory assessment
Examine the impact of planning and enabling learning of: Negotiating with learners; inclusive learning; integrating functional skills; communication
Context (your teaching and learning groups)
To contextualize this work it is first necessary to explain my role and teaching within Petroc (Tiverton Campus). I’m a catering Lecturing in my third year of teaching this current academic year 2009-10 being the first where I have been employed on a full time lecturing contract. My background before embarking on my teaching career is in both Fine dining restaurants and award winning Gastro Pubs. I specialise in kitchen rather than restaurant.
This year I’ve been made lead lecturer in the Food Production qualifications on all three NVQ levels 1, 2 and 3. I’ve been tasked with introducing new menus, with a much more modern and current industrial standard than previously delivered at the college. I’ve also been building links with employers and placing students to make the nature of what we are delivering far more inspirational than it had been previously. We now have students being placed a Rick Steins, The Michelin Stared Castle Hotel at Taunton and Woods, Somerset’s dinning pub of the year.
I’m a tutor of the NVQ level 3 group. I deliver both theory and skills with this group, as well as running sessions in the production kitchen where we open a restaurant to the general public. The production sessions are mixed sessions with all three levels of students participating as well as integrating year 11 Links students who are on a multi skilled level 1 NVQ qualification and released to the college one day a week from their schools. There is Learning support provided in the production classes, this is targeted on a daily basis as to which students needs are greatest. This allocation of support can depend not only on the students’ abilities but also what section they are working on and who they are...