Asking questions for science and defining problems for engineering 2. Developing and using models 3. Planning and carrying out investigations 4.
The requirements and their application conform to the principles of good regulation, to which the SRA is committed, namely they are proportionate, targeted, transparent, consistent and the SRA will be accountable for their operation.
This approach is intended to allow and encourage LPC providers to be innovative in the design and delivery of courses and to understand and respond to the needs of key stakeholders, students and their future clients and employers, whilst safeguarding the standard of the solicitors' qualification.
The LPC builds on students' academic knowledge of the law and prepares them for their training and early years in practice. Organisations seeking authorisation to provide an LPC must apply to the SRA and demonstrate both that they are committed to, and can support, the delivery and assessment of an LPC and that the specific course s they intend to offer will meet the essential requirements set down by the SRA.
The criteria for authorisation and validation are set out in annex 3 of this information pack. It is anticipated that organisations seeking authorisation to provide LPCs will include universities and other organisations with or without degree-awarding powers.
Decisions will be made using the authorisation and validation criteria, regardless of the type of organisation applying. Some organisations may be interested in delivering the course in partnership with others.
Such arrangements are dealt with in section 7 on Collaborative arrangements. Throughout this information pack, organisations authorised to provide the LPC and those seeking such authorisation are referred to as providers. Overview of the regulatory framework The SRA has a statutory duty to ensure that those who are admitted as solicitors have the knowledge and skills necessary for practice.
It must be assured that students who pass an LPC have achieved the learning outcomes for the course and therefore have the necessary knowledge and skills for the early stage of their career in practice. The SRA also has duties to promote equal opportunity and to eliminate discrimination.
It needs to be assured that course providers share and are working towards these aims.
The approval and quality assurance requirements have been determined by the need for these assurances. The SRA recognises that students have different preferences and priorities about the way in which they study; also that providers can respond to and lead innovations in teaching and learning.
The SRA aims to achieve a balance between ensuring, on the one hand, that all diligent students following a validated course have an opportunity to achieve and demonstrate the learning outcomes and, on the other, that innovation resulting in good quality courses and opportunities for a diverse cohort of students is not stifled.
Both existing providers of current LPCs and those seeking to become authorised as providers for the first time will be considered against the same criteria.
The SRA seeks to ensure that students can make informed choices about how and where to study. Therefore, providers are required to publish a minimum set of information about their courses. This ensures they have the underpinning legal knowledge on which the LPC is built.
LPCs can be delivered and studied in two stages: Stages 1 and 2 need to be separated conceptually to ensure the appropriate application of the outcomes and the assessment requirements and that the correct information is recorded on students' transcripts. However, some courses, including part-time courses, may be designed in a way that would justify combining the delivery of Stages 1 and 2.
Providers wishing to offer a combined course will need to explain in their validation applications how the requirements for both stages will be met and their rationale for combining the two stages into one course. The coherence of all courses will be considered during the validation process.
Some providers may decide to offer only Stage 1 or only Stage 2 Vocational Electives. It is anticipated that many providers will offer Stages 1 and 2 as separate rather than combined courses, to facilitate student choice. The learning outcomes for the LPC set out what a successful student should, under appropriate supervision, be able to do on conclusion of the course.
The learning outcomes specify the irreducible minimum that must be covered by all courses and all students. When designing their courses providers will be able to focus more attention and allocate additional time to specific aspects of the course, responding to the needs of different student groups and practice areas.
Overview of arrangements to assure quality and standards The SRA requires providers to demonstrate in their initial applications for authorisation and validation that they understand the principles of quality assurance and that they are committed to assuring the quality and standards of their courses.
This commitment will be monitored by the SRA throughout the authorisation and validation period. The SRA will seek assurances about the quality and standard of courses. On-going monitoring of the provision will be undertaken by the SRA, mainly using factual and evaluative annual reports submitted by the providers.
The SRA reserves the right to visit and review provision, if there is evidence that the quality or standard of a course is at risk.Otherwise effective classrooms sometimes operate this way, too. The cues that seem so obvious to us as teachers can be lost on students who, like Rip Van Winkle, fail to perceive the context and intent of what we're doing and what they should be learning.
Module I Preparing for Training and Facilitating. Þ This module provides information and techniques for planning participatory training in the context of natural resource management. Grade Point Average. Each grade carries a specified number of quality points ( for an A, for an A-, for a B+) as described in the section on Grading Information.
Learning outcomes/learning objectives: a short guide for faculty The gold standard for creating outcomes and objectives is Bloom’s Taxonomy. Recently revised, the two domains are cognitive and knowledge dimensions.
Complexity characterises the behaviour of a system or model whose components interact in multiple ways and follow local rules, meaning there is no reasonable higher instruction to define the various possible interactions.. The term is generally used to characterize something with many parts where those parts interact with each other in multiple ways, culminating in a higher order of emergence.
Objectives content and intended outcomes of learning activities Essay Sample. Explain the objectives, content and intended outcomes of learning activities as agreed with the teacher In order to fulfil my role in supporting the teacher and learning activities I need to be clear on what learning objective is and how the teacher would like this to be .