Transcript Slide 1

Embedding PDP into the Curriculum
(Embedding ‘SOARing to success’ in CRe8)
Arti Kumar MBE
CETL Associate Director
& National Teaching Fellow
beds.ac.uk/bridgescetl
Embedding concepts in
curriculum design,
strategies and documents
Our curriculum review (CRe8)
• emphasises ‘personalised and
realistic learning’ as a process
• integrates benefits of PDP with
Career Management Skills,
academic learning and
employability
• makes explicit connections
between multiple variables that
influence the student experience
e.g. you can use ‘Self,
Opportunity, Aspirations and
Results’ as a meta-model
SOAR
model
Book: Kumar, A (2007)
Routledge, London & New York
beds.ac.uk/bridgescetl
Embedding ‘graduate skills’
In the community
In study
At leisure
as a ‘meta-model’ - understand, identify,
develop effective
behaviours & actions
- move from student
to graduate to
professional identity
How captured
- (e)-portfolio?
- the new HEAR?
beds.ac.uk/bridgescetl
Use ‘PDP’ as a springboard for action, reflection, articulation,
evaluation…
PDP
beds.ac.uk/bridgescetl
Embed practical approaches
in a success cycle
beds.ac.uk/bridgescetl
Embed practices: e.g. use ‘SelfOpportunity’ dynamics in assignments
Students discover
and develop SelfMAPs for the journey
through higher
education and for
life beyond:
MAP = Motivation,
Ability, Personality
…
explore and articulate
the extent to which
options, occupations
etc. realistically fit
with one’s Self-MAP
beds.ac.uk/bridgescetl
Aspirations
…generate, clarify, test and
implement aspirations through
realistic decision-making and
action planning…
‘The difference between a dream
and a goal is the written plan’
'Whatever you can do, or dream
you can, begin it! Boldness has
genius, magic, and power in it.'
(one of Goethe’s couplets)
beds.ac.uk/bridgescetl
Demonstrating and
Evaluating Results
• A winning CV, application, interview
and Assessment Centre requires
– Targeting suitable opportunities
– Matching its requirements with the
‘Self-MAP’ or applicant profile
– Understanding ‘transferability’
– Defending a decision – at interview
– Demonstrating ‘behavioural
competencies’ at Assessment Centre
activities and exercises
beds.ac.uk/bridgescetl
PDP as a spine or spiral in curricula
HEAR
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beds.ac.uk/bridgescetl
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Working with students to
unlock their potential…
The dynamic relationships between
SOAR elements can generate
synergy and real-life relevance
The model should be animated and
contextualised within different
subject disciplines
You can take student development to
a whole new dimension: put the
jigsaw bridge together!
beds.ac.uk/bridgescetl