Vocational Education and Taining Armenia

1. Vocational Education and Taining Armenia • 2. Development of Educational materials and Curriculum. • 0. INTRODUCTION • 1. CURRICULUM DEVELOPMENT • Definition • Curricula VET. Framework • Diagram of theoveralprocess of CurriculumDvelopment • Levels of InterventionínCurriculumImplementation • Didactic and Teaching Plan. Methodology in CurriculumDevelopment ( level 2 and 3) • Didactic and Teaching Plan. Methodology in Curriculum Development ( level 2 and 3) • Annexes: guidelines, Templates, exercises By Belén Cano

2. IntroductiontoCurriculum • Curriculumframework • The Curriculum Framework sets out what all students should know, understand, value and be able to do as a result of their schooling from Kindergarten to the age set by the State. • Syllabus • The syllabus supports teachers to implement the Curriculum Framework and provides guidance on what constitutes a balanced curriculum. The Scope and Sequence documents provide support in developing comprehensive teaching and learning programs from primary to Year 10. For Technology and Enterprise, the documents describe the recommended content for early childhood (1-3), middle childhood (4-7) and the early adolescent phase of development (8-10) in agriculture, business education, design and technology, home economics and information technology. When using these advisory materials, teachers will continue to make professional judgments about when to introduce content, based on students’ previous learning and achievements. • VocationalEducation and training • Vocational Education and Training (VET) educates people in the skills, knowledge and competencies a modern economy needs. VET in Schools improves the employability of young people, equipping them to value the area of work they are involved in and to either find employment or go on to further vocational training or university. • VET industry specific courses can be found by visiting the Curriculum Council who provide detailed information about the Technology and Enterprise-related industries of Automotive, Construction, Hospitality, Information Technology and Primary Industries. • Building inclusive learningenvironment • Inclusive Education is responsible for supporting regions and schools in relation to meeting the diverse needs of these students. The area focuses on the development of strategic initiatives designed to support schools to assist a wide range of students. The students include those with disabilities or learning difficulties, speech and language impairment, those with mental health issues and students considered to be gifted or talented who are also experiencing difficulty with learning. By Belén Cano

3. IntroductiontoCurriculum • Curriculumframework • The Curriculum Framework sets out what all students should know, understand, value and be able to do as a result of their schooling. • The Curriculum Framework sets out the 'knowledge, understandings, skills, values and attitudes that students are expected to acquire'. These requirements are described as a series of learning outcomes. The outcomes include overarching outcomes and learning area outcomes. The learning outcomes comprise the mandatory element of the Curriculum Framework By Belén Cano

4. IntroductiontoCurriculum • VocationalEducation and training • Vocational Education and Training (VET) educates people in the skills, knowledge and competencies a modern economy needs. VET in Schools improves the employability of young people, equipping them to value the area of work they are involved in and to either find employment or go on to further vocational training or university. • VET industry specific courses Orders provide detailed information about the Technology and Enterprise-related industries of Automotive, Construction, Hospitality, Information Technology and Primary Industries. • Qualification courses • Courses • Modules • Units of competency • Standards By Belén Cano

5. IntroductiontoCurriculum VET stands for Vocational Education and Training. • There are three ways of doing VET • VET industry specific courses are courses where a full training qualification is delivered and assessed according to industry specific standards with mandatory workplace learning included. Achievement of these qualifications will count towards the WACE as Council developed units. • VET integrated in courses * involves students undertaking one or more VET units of competency concurrently with a course. • VET credit transfer * is where students are enrolled in VET qualifications units of competency. Achievement of these qualifications will count towards completion as unit equivalents. By Belén Cano

6. IntroductiontoCurriculum • VET industry specific courses • Teaching of foreign language: • Specific course provides students with the opportunity to achieve a nationally accredited qualification under the Armenian Qualifications Framework (AQF) and to gain Council developed course unit credit towards Armenian Institutions. Delivery, assessment and certification of qualifications within the course must be done. • To meet the course requirements and achieve course units towards , students must follow the course structure, attain required units of competency and fulfill work placement requirements. The Hospitality VET industry specific course provides programs for the completion of Certificate I and II qualifications • Syllabus. See in orders • Rationale • Course Delivery • European Quality training Framework • Workplace learning • Course Content • Units of competency • Time and complexion requirements • Assessment • Units (group of units) • Individual unit • To meet VET industry specific course requirements and achieve course unit credit, students must attain a full qualification as outlined in the course and fulfill the work placement requirement. By Belén Cano

7. IntroductiontoCurriculum VET integrated in courses * • VET integrated within a course involves students undertaking one or more VET units of competency concurrently with a course. VET qualifications and units of competency that align closely with course content are given as suggestions in the course syllabus where an alignment between content exists. • No unit equivalence is given for units of competency achieved in this manner. Students will only receive course unit credit in which the VET units of competency are integrated. • However, the units of competency achieved will be listed on the statement of results. By Belén Cano

8. IntroductiontoCurriculum • VET Credit transfer * • VET credit transfer is the delivery of one or more units of competency from a nationally endorsed module that occurs independently to course curriculum delivery. • It contributes as unit equivalence towards dependant on the number of nominal hours linked to units of competency that have been achieved.  • It may include: • On construction in Armenia By Belén Cano

9. Vocational Education and Taining Armenia • 2. Development of Educational materials and Curriculum. • 1 CURRICULUM DEVELOPMENT VET • Definition • Curricula VET. Framework • Diagram of theoveralprocess of CurriculumDvelopment • Levels of InterventionínCurriculumImplementation • Methodology in CurriculumDevelopment ( bylevel) By Belén Cano

10. Curriculumdevelopment 1. Definition • Objetives • Basic Competencies • Contents • PedagogicalMethodology • Criteria of assessment • BasedonStandars Armenia NationalQualification Framework (ANQF) • Base on Designe of Titles, Adaptationtothelabourneeds, geographical, social ,economicenvironment and theStateAdministration By Belén Cano

11. CURRICULUM DEVELOPMENT 2. Curricula VET. National Framework • Within the framework of its competences, Armenia has established for its territory the curricula of the training cycles which, according to the map of the specific professional training, what are considered appropriate to introduce to Reform of de Education System. • The development of these curricula for Armenia has been from the needs of economic and social development and human resources of the productive structure of the country, collected through sectorial studies and seminars in contrast with social agents linked to the different profiles covered by each professional family. • It is to highlight the feature of the model of training professional specific as open and flexible, in that it enables the review and modification, where appropriate, both the Base design of titles (DBTs) as the curriculum. By Belén Cano

12. CURRICULUM DEVELOPMENT • Curriculumdevelopment in VET 1.2. OutlineCurriculumdevelopmentprocess • DesignTitleQualifications • Curriculum Armenia • Curricular project : centre • Syllabus: module-teacher • -Methodology: components • -Methodology • -components • - Structure • -Methodologiicalapproaches • - Tools • - Structure • - Methodologicalapproaches • -Tools • -Final Evaluation • Qualifications Catalogue • Integration Module: • ConsiderationsStructure • Methodology, Tools • Assesment • - Considerations • - Structure and guidelines • Profesional practice Module • -Considerations, Structure • -Methodology, -Tools • Examples By Belén Cano

13. STATE Education Mo Labour Mo Centre School TEACHER CURRICULUM DEVELOPMENT 4. 3 Levels of Intervention in implementation VET Sets Framework NQF Qualification 1º level of concrection CURRÍCULUM- syllabus- 2º Level of concrection CURRICULAR MODULE- center training plan 3º Levelconcrection Teaching Plan- Unit By Belén Cano

14. CurriculumDevelopment 3. Levels of intervention What they do Who do it Target group By Belén Cano

15. CURRICULUM DEVELOPMENT By Belén Cano

16. CURRICULUM DEVELOPMENT By Belén Cano

17. CURRICULUM DEVELOPMENT By Belén Cano

18. Vocational Education and Taining Armenia • 5. Methodology in CurriculumDevelopment ( bylevel) • 5.1 Methodology. Modular programme VET • 5.1.1. Concept, criteria and rules for curriculum standards a. Learningoutcomes -concept b. Performance -contents c. Criteria of assessment • 5.2 Syllabus- unit of Compentency. Curricular Module • 5.2.1 Curricular project • 5.2.2 Structure • 5.2.3 Unit of competency • 5.3. Anual Teaching Plan ordidacticprogramming • 5.4 Unit of work By Belén Cano

19. CURRICULUM DEVELOPMENT 5. Methodology in CurriculumDevelopment ( bylevel) 5.1 Methodologyapplied in curriculum of modular VET • Set of objectives- competences, evaluation criteria, content and methodological and didactic guidelines will form part of the curriculum of the vocational training of degree corresponding • The methodological process designed responds to the basic principle of completing a State minimum teachings, according to the peculiarities of professional competence deriving from the special characteristics of the productive sectors in Armenia, its economic, technological, organizational and occupational aspects • the identification of common elements in Armenia, or especially important professional competence in our territorial area, and in the determination of the minimum contents of the module of practical training in workplace, which is requiring most in need of adaptation to the possibilities of the production environment. By Belén Cano

20. CURRICULUM DEVELOPMENT 2. Methodology in Curricular development 5.1.1 Concept, criteria and rules for Curriculum standards (professional competence) a. Learningoutcomes -concept b. Performance -contents c. Criteria of assessment By Belén Cano

21. CURRICULUM DEVELOPMENT a. Learningoutcomes • Are complex capabilities to express, in the form of results that must be reached by students, the basic aspects of the professional competence and the level of training that certifies the title. The development of the above-mentioned will allow the students to achieve professional accomplishments identified in the performance and the performance criteria contained in units of competency. • Minimum teaching outcomes are considered minimum assessable at State level to achieve the qualification and the level of training that certifies the title. The terminals of the curriculum capabilities are the minimum assessable within our community. • They must be complex skills, Knowledge, comprehension, application, analysis, synthesis and evaluation. • Therefore, the achievement of capabilities, i.e., the acquisition of knowledge and its use in different contexts is the benchmark for power: • Designteaching/training. • LessonslearnedSystem • The activities and behaviors that are deducted from the capabilities are mainly referenced in the professional profile of the title. In the majority of the modules will be designed by a set of covered achievements in each unit of competition, which reflect the knowledge and contexts. By Belén Cano

22. CURRICULUM DEVELOPMENT b. Performance-Contents 2.1.1. Definition of learningoutcomes: Contents • The contents are the set of knowledge, skills and competence in cultural forms, whose assimilation and acquisition by the students is considered essential for the development of their capacities. They must be representative, transferable and valid, but with the projection of the future. 2.1.2 Types of content: Concepts: Are contents which correspond to the * know * or * what *, and refer to facts, concepts, principles, laws and scientific theories. They are the scientific base that supports the corresponding area of knowledge, and expression of a set of objects, events, situations, or symbols that have certain common characteristics. • The facts are the data, values, etc., that make up the information it requires any area, but to meet these facts we need something that relates and that gives them meaning: the concepts. The relationship between various concepts gives rise to the principles. The learning of facts is a purely rote phenomenon, while the concepts and principles are significant. Procedures: Procedures are the "know-how" that it is to operate with objects and information and they can be defined as a set of measures ordered, the achievement of a goal-oriented or end (how something is done). Other terms such as "skills", "skills", "technical" or "strategies" are also used. • Procedures can be of two types: driving that they are that are needed for a correct and skilled management tools, instruments, tools, appliances, machines etc., and cognitive, they serve as a basis for the realization of intellectual tasks and are composed of actions that are not physical objects, but symbols, representations, concepts, etc. • A procedure should not be confused with a certain methodology. The procedure is the skill that we want to help the student to build. It is, therefore, a content object of educational planning and intervention, and the learning of this procedure can be worked through different methods. • The learning of procedural content is of particular interest in the field of vocational training, as the title credits professional competition, ultimately * knowledge *. Attitudes: A set of trends to behave and engage in consistent and persistent manner to people, situations, events, objects or phenomena. These contents correspond to the * know be, know be or know how to behave *. Attitudes, norms, values or patterns of conduct that are set to become a form of performance at the same time can be scientific, technological, aesthetic or moral order. • Attitudes, such as contents of teaching, do not constitute a separate discipline, but are an integral part of all areas of learning and develop globally. • These three types of content are equally important, as they collaborate in the acquisition of terminals capacities and pointless work separately or schedule of teaching-learning and evaluation activities for each of them, will be the working on the three types which will allow the development of skills and professional competence. • In this integration of the different types of content training is particularly innovative and important given the theoretical and practical nature of the professional modules. • The contents must be drawn from evaluation criteria, because it is recalled that these criteria are simple skills that require knowledge of the different fields of knowledge; kind of simple capacity in general each criterion take associate a content type most relevant way. • In the same way there, embedded in the overall objectives of the cycle, educational intentions set out by the educational administration that does not always translate into terminal capabilities or modules of the curriculum evaluation criteria. These intentions, also are source of content. By Belén Cano

23. CURRICULUM DEVELOPMENT b. Performance: contents 2.1.3 Blocks of content. They are groupings of content which differs between the major headings and detailed statements which then becomes one of them. Thus the contents should not be presented as a list, each other, then but organized and forming blocks differentiated among themselves. There are several options or variables that can be considered when defining these blocks which organize and present the "professional culture". Among the most important they can be cited: -Function or most relevant functions. -Processes or significant threads. -Products obtained. As in the case of the types of content, the distribution of the same blocks attends to pedagogical criteria for teachers, so it should not be understood or presented as sequence or form specific to organize the teaching units or the teaching process. Irrespective of the criterion used to organize content into blocks, each of these blocks should participate, with exceptions, of the three types of content and the content itself such have organized also following criteria of the type: For the contents of conceptual type: -From the simple to the complex. -From the concrete to the abstract. -In particular to general or from the general to the specific. For the content of procedural type: • -Processes of observation (description, management, clustering, classification,...). • -Interpretation of information (extrapolation, interpolation, prediction,...). • -Formulation of hypotheses, design and conduct of research (selection of variables, control, measurement,...). • -Preparation, organization or adaptation of the process activities. • -Technical-performance activities. • -Use and maintenance of equipment, machines and tools. • -Use of methods, models and theories (application of models or interpretation). • -Implementation of procedures and alternatives to the production or services processes. • -Interpersonal or documentary communication (negotiation, registers, exposure, reports, use of graphics, tables, diagrams,...). • -Results of the processes, control and evaluation and provision of improvements. For the contents of attitudinal type: • -Attitudes that affect everyday life from the professional point of view (responsibility, organization, initiative, autonomy, cooperation and teamwork). • -Attitudes that affect the environment and the working environment (adaptation to the environment and assessment of working conditions). • -Attitudes that affect the security personnel, equipment or collective. • -Attitudes affecting the rules in general, the quality of processes and products or results itself By Belén Cano

24. CURRICULUM DEVELOPMENT c. Criteria of assessment • Set of forecasts for each professional competence indicate the degree of acceptable completion of the same and allow to check their level of acquisition. They delimit the scope of the terminal capabilities and content, being simple, directly evaluable, abilities which correspond to the knowledge, skills, skills or attitudes. They are guidance and support to define the activities of the processes of teaching and learning in general, and assessment processes in particular. As a result, • (a) the capacity of the evaluation criteria should be simple, i.e. measurable and observable. • (b) the verb (capacity, involvement of the subject) should not be exceeded in complexity to the statement made to the terminal capacity. • (c) the knowledge underlying to achieve will be, largely from a field of knowledge, with force and significance for lead content. • (d) maintain the formal structure of a capacity . "Attribute/capacity + product/achievement + circumstances/conditions" •  (e) they shall specify conditions and more nuanced terms, since these will be one of the main references of the level achieved by students in the process of teaching and learning for the development of the capacity. • (f) the set of simple capabilities manifest themselves, be assessed and shall ensure the achievement of the terminal capacity. • (g) they will be the key, along with the guidance section, for the formative design. Fields of reference of the evaluation criteria. • At the same time, the requirement that, to traditional knowledge is what and know-how, incorporation of knowledge be either or, more characteristic of professionalism. • Since the scope and level of education that this training is based, try the student or student to acquire the spectrum of capabilities needed to address and meet the expectations of professionals demand. • We must verify and specify simple necessary and significant capabilities to ensure the achievement of the terminal capabilities. Much of these simple skills will be the criteria of evaluation and the following areas can be taken as a reference: • Treatment of information (scope of knowledge): operate cognitively (describe, learn, interact,...) with data, facts, laws, principles, etc. • Intervention in the process (level of cognitive abilities and motor skills): have abilities, skills, techniques, strategies, etc., necessary to develop procedures, both cognitive and motor. • Professional identity (area attitudinal): show knowledge and values, and take a professional approach in the development of activities. • Information processing: are associated with those simple capabilities that manifest achievements and demand need of knowledge who largely belong to the conceptual level, in its broad meaning under this area. • You can see the simple skills of this kind need by recourse to the "achievement" or the "condicions-circunstanciie" of terminal capacity, and identifying these items of information to the student or student must treat to be able to intervene or to behave properly. For example: By Belén Cano

25. CURRICULUM DEVELOPMENT 5.2 Syllabus- unit of Compentency. Curricular Module / curricular Project. Level 2 and 3 • Theproyecto curricular de ciclo formativo (PCCF) TheDidacticDepartmenttakesdecisitions in orderto set theCurriculum in the socio-productivecontext of the centre. • ThePlan teachingordidacticprogramme, theteacherconcretevery module , theeducativestrategytoobtainthe set competences, organizated in units.   ANQF- VET OccupationTitle, VET   Curriculum of the profesional occupation . Order- Syllabus CURRICULAR PROJECT OF THE MODULE - Centre  Adaptation of the modules, goal, capacities, knowledge to the context of the centre. Identification of the general competence of the title.  Criteria and strategies of: election of timetable, methodological aspects, assessment, Organization of theprofessional module  Other aspects: Academic and professional guide, assessment of the curricular Project of the centre, Plan of training By Belén Cano

26. Curriculumdevelopment 5.2.1 CURRICULAR PROJECT Syllabus- Unit of Competency • Identification of the planning axis of the training cycle (general jurisdiction). • Contextualization of the curriculum to the socio-productive of the educational center environment: • Theoverallobjectives. • Of the skills common attitude. • The professional modules (capacity terminals, evaluation criteria and content). • and establishment of priorities. • Proposal of criteria and strategies: • Choice of the length of the modules professional, in the case of modules with time band. • Choice of languages, where appropriate. • Methodologicalaspects: • Choice of content organizers of each professional module. • "Organization of the common and complementary aspects of the professional modules of the cycle: determination of the" what "who", "how" and "when" (Organization of the general sequence in which the formation of the cycle, should be developed for planning the educational programming of each professional module). • Curriculum materials and teaching resources: available and needs. • Criteria and instruments for evaluation, qualification and promotion. Attentiontodiversity. • Otheraspects: • Definition of the professional integration module: design and programming. • CFL: Access and organization requirements. Relationship school and company: actions to develop. • Orientation academic, professional and plan for the employment of the students. • . Proposal for a permanent training for the teaching staff that imparts the formative cycle. • . Evaluation and, if necessary, restatement of the PCCF. • . Other topics of interest: work plan of the teaching team for the preparation, review, evaluation, etc. of the PCCF, memories • See ANNEXES By Belén Cano

27. CURRICULUM DEVELOPMENT 5.2.2 Structure • On the basis of the educational project of the Centre (PEC) and the annual General programming (PGA) as well as, obviously, of the DBT curriculum corresponding Canary, it is necessary that the educational Department and, with greater precision, the teaching team of a particular training cycle, reflect and take decisions on the project's curriculum development to carry out. • The PCCF must respond to a team work, must give coherence to the educational task and raised project (project that must be dynamic and allowing its permanent evaluation). • To this end we propose that the structure that must have the curriculum project of CicloFormativo (2nd level of curriculum implementation) is as follows (also available as a file in Word format): • Identification of the planning axis of the training cycle (general jurisdiction). • Contextualization of the curriculum to the socio-productive of the educational center environment: • Theoverallobjectives. • Of the skills common attitude. • The professional modules (capacity terminals, evaluation criteria and content). • and establishment of priorities. • Proposal of criteria and strategies: • Choice of the length of the modules professional, in the case of modules with time band. • Choice of languages, where appropriate. • Methodologicalaspects: • Choice of content organizers of each professional module. • "Organization of the common and complementary aspects of the professional modules of the cycle: determination of the" what "who", "how" and "when" (Organization of the general sequence in which the formation of the cycle, should be developed for planning the educational programming of each professional module). • Curriculum materials and teaching resources: available and needs. • Criteria and instruments for evaluation, qualification and promotion. Attentiontodiversity. • Otheraspects: • Definition of the professional integration module: design and programming. • CFL: Access and organization requirements. Relationship school and company: actions to develop. • Orientation academic, professional and plan for the employment of the students. • . Proposal for a permanent training for the teaching staff that imparts the formative cycle. • . Evaluation and, if necessary, restatement of the PCCF. • . Other topics of interest: work plan of the teaching team for the preparation, review, evaluation, etc. of the PCCF, memories • See ANNEXES By Belén Cano

28. CurriculumDevelopment 5.2.3 Unit of competency • What are they? The Standarssets out the skills, knowledge, and attitudes a person requires to work effectively in a givenindustry. Each Standar contains units of competency (sometimes also referred to as “competency standards”). The units are determined mainly by industry, but also sometimes by enterprises for their own enterprise Standars. Each unit of competency contains: • elements of competency • performance criteria • range of variables, and • anevidence guide. Units of competency are grouped to make up qualifications in Standars. • Where do I find them? Units of competency and qualifications developed by industry are national orders. • How do I find out which units of competency are in a qualification? The results will be listed under the headings of either “Courses” or “Qualifications”. By Belén Cano

29. CurriculumDevelopment 5.2.3 Unit of competencyUnit of Competency • All students who achieve VET units of competency in accordance with the requirements of the ANQF part of their school program, may have these recorded on their Statement of Results. • Information and advice about delivery and assessment of VET in Schools, and about the funding of VET in Schools is available from the relevant Education System or Sector. • 2011 list of VET qualifications and their units of competency including nominal hours By Belén Cano

30. Vocational Education and Taining Armenia • 5. Methodology in CurriculumDevelopment ( bylevel) • 5.3. Anual Teaching Plan ordidacticprogramming By Belén Cano

31. Curriculumdevelopment • Syllabus : • DIDACTIC PLAN • Structures • Units of Competency • Capacity of de Modular training relatedtoUnits • AssessmentCriteria • Identify, Organize, Plan, and DevelopProcess • Real Situation of Work. • Marketwork • Units of Work • Assessment • Contents • Activities of Teaching, learning and assessment By Belén Cano

32. Curriculumdevelopment • 5.3. Anual Teaching Plan ordidacticprogramming DIDACTIC PROGRAMME Apply the competences and contents from each training and professional module to the group of students. Unit of Competency, Clustering Unit of work from Module and assignment of times for each. Development of each UW that includes teaching learning activities, assessment Final Verifications in order to guarantee the acquisition of general competence of the title, and the professional competences settled.   e By Belén Cano

33. CurriculumDevelopment 3 level of realization of Curriculum in VET todevelopbytheteacher of theprofessional module as appropriateunderthesupervision of the Framework • Introduction • Structures • Procedures of elaboration • Tools • Verifications By Belén Cano

34. CurriculumDevelopmentteaching plan • Structures • Teachingprogramme(seetemplate and differentprofessionalssamples) • Professional Module • Unit of Work • Name, Time • Methodology • Description • Content • Learningoutcomes, procedures • compentence • Skills • Concepts • Activities • Definition , description • Methodology • Resources • Aspectstoevaluate • Time needed • Assesment • Youwillbefacilitatedsamplecopy of Work of Unitsaccordingwithyourprofessionalactivity By Belén Cano

35. Curriculumdevelopment • Introduction • Structure of theeducationalprogramming • Thedidacticprogrammingprocedures • Instruments forthedevelopment of thedidacticprogramming (in format Word. • Access toavailableexemplifications • Wehavealsoconsideredappropriatetoinclude a sectionreferringtotheevaluation of activities, whichincludesthefollowingsections: • Previousreflections. • Structure and patterns of evaluation. • Instruments. • Evaluatetheassessment. By Belén Cano

36. CURRICULUM DEVELOPMENT • Procedures of Elaboration. Methodology thedidacticprogrammingmustbebasedonthecurriculumproject of theformativecycleor module. General Features • development of abilities and skills • from simple structurestothemostcomplex. • FlowDiagramstofollowtheprocess • Uselful and simple programme 1. Professional module 2. Unit of Work - content. - Type of content - Activities -Type of activities By Belén Cano

37. CURRICULUM DEVELOPMENT • EVALUATION, ASSESSMENT OF ACTIVITIES • Reflexiones previas: 1.Concept And Description of Assesment. 2. Types of assessment. 3. SpecificAssessment in VET. (Vocationaleducation and training) -Types of Evaluation - 6 levels of evaluation in VET • -Estructure and guidelines of Evaluation and Assessment: • ProcessfortheEvaluation • Phases of theprocess. • Diagram of theprocesstofollow. • Patterns of evaluation.. Outline of theprocess • Guidelines of evaluation. • Evaluation of contents • Tools (Annexs in Word, and spread excelformat).   • Evaluatin of de Students, Teacher, and teachingprocess • - Evaluation of Assessment of Activities • -Template • Examples in diferentspecialities and modules. By Belén Cano

38. Vocational Education and Taining Armenia • 5. Methodology in CurriculumDevelopment ( bylevel) • 5.4 Unit of work By Belén Cano

39. UNITS 5.3. DESIGN OF UNIT OF WORKT 1. Description of the teaching unit 1.1. Definition 1.2 Justification 2 Elements • 2.1. Objetivos • 2.2 Components • 2.2 Contents • Type of contents • 2.4 Resources • The categorization • The selection of resources • organization • 2.3 Activities, strategies and Time. • Types of activities • 2.5. Curricular adaptations • 2.6. Organization of space and time in the classroom • 2.6. Assessment By Belén Cano

40. UNITS 1. DEFINITIONS are what the didactic units? • The didactic unit or programming unit will be the involvement of all the elements involved in the process of Teaching-learning with an internal methodological coherence and for a period of time • "Unity of programming and educational action configured by a set of activities that take place in a given time, for the achievement of educational goals." A teaching unit responds to all curricular issues what teach (objectives and content), when teaching (sequence orderly activities and content), how to teach (activities, organization of space and time, materials and teaching resources) and to the evaluation (criteria and instruments for the evaluation). • In summary, we can point out that the didactic unit is the basic t of programming. • the teaching unit provides a complete and articulated work unit which should clarify the objectives and contents, activities of teaching and learning and assessment, material resources and the Organization of the space and time, as well as all those decisions aimed at providing a more adequate attention to the diversity of the student body. • By teaching unit you can understand a work project, a workshop, programming routines, weather monitoring, recreational reading programming, output, etc. provided that they are planning by the teacher of a process of teaching and learning. By Belén Cano

41. UNITS 2. COMPONENTS OF THE UNIT 1. Description • In thisparagraphmayindicatethespecifictopicorname of theunit, theknowledgemusthavethestudentstoachievethem, theactivities of motivation, etc. Thisreferenceshouldbemade, in addition, thenumber of sessionsthatcomprisetheunit, itssituationwithrespecttothecourseorcycle, and whenthatisgoingtoputintopractice 2. Objetives (didactics and educational) • set outwhatiswhat, specifically, isintendedtopurchasethestudentbodyduringthedevelopment of theteachingunit. Itisinterestingtorealizetheeducationalobjectivestakeintoaccountalltheaspectsrelatedtothecross-cuttingthemes.. • Wemustprovideforstrategiestoshareholdertothestudents of theeducationalobjectives 3. Contents • makeexplicitcontents of learningthatisgoingtoworkthroughthedevelopment of theunit, shouldbecollectedboththerelativeconcepts, as well as procedures and attitudes 4. Sequence of actividades • In thissection, isveryimportanttoestablish a sequence of learning, in whichtheactivities are closelyinterrelated. Thesequence of activitiesshouldnotbethemeresum of activities more orlessrelatedtothelearningaddressed in theunit. • Ontheotherhand, itisimportanttobear in mindtheimportance of consideringthediversitypresent in theclassroom and alignactivitieswiththedifferenteducationalneeds of students in theclassroom. 5. Material Resources • Pointoutspecificresourcesforthedevelopment of theunit 6. Organization of the space and time • broughtthespecifics in volumetotheOrganization of space and time thatrequirestheunit 7. Assessment • Theactivitieswhichwillallowtheevaluation of thelearningprocess of students, theteachingpractice of theProfessor and theinstrumentsthat are usedtothisend, shouldbe placed in the general context of theunit, pointingoutwhatwillbethecriteria and indicatorsforassessment of theseaspects. • Itisalsoveryimportanttoprovideself-assessmentactivitiestodevelop in thestudentsthinkingabouttheownlearning. By Belén Cano

42. UNITS • ANNEXES • More Information (amplification of slides) • Outline of Elements of UNIT • Templates for project Curriculum • Templates for Clustering UNITS • Templates of UNIT • Example of Unit in Your Expertise (english) • Exercise • To design a Didactic planning for the year • To design a Unit By Belén Cano

43. Vocational Education and Taining Armenia • 2. Development of Educational materials and Curriculum. • 1. CURRICULUM DEVELOPMENT • Annexes: guidelines, Templates, exercises By Belén Cano