A1: Good Practice in Learning and Teaching

Learning and Teaching Methods

The underlying philosophy is that the teaching and learning methods should:

  • Help the student to achieve the intended learning outcomes;
  • Provide suitable ways of developing the student’s knowledge, understanding and skills;
  • Encourage the student to take responsibility for independence in their own learning;
  • Provide an appropriate range of, and balance between, learning methods;
  • Exploit any work experience which the student has;
  • Provide alternative learning methods for the student if they have specific needs.

The learning and teaching approaches for the courses we deliver are indicated in the sections below. They are designed to enable the student to achieve intended learning outcomes. These learning outcomes tie in to external reference points, such as relevant subject benchmarks and occupational/professional body standards.

We intend that the learning programmes we offer should be both stimulating and demanding, and should lead the student through progressive stages of development, towards increasingly complex and open-ended tasks, increasingly sophisticated application of intellectual/conceptual and personal (transferable) skills, and increasingly independent study.

A variety of learning methods will be used which will challenge students in the cognitive, affective and psychomotor domains.

  • Traditional lectures will be supported by workshops, which will incorporate skills practice. Expert practitioners will contribute to the courses, as will service users and carers. There will be directed reading set to reinforce theoretical knowledge.
  • Within the range of settings at ORMS’ training facilities there will be opportunities for scenario based learning and guided experiential learning.
  • Placements will develop both skills practice and guided experiential learning.
  • Reflective learning will also be an important part of placement learning.
  • Online activities will include group work and group discussions, with case studies and increasingly challenging problems being set requiring teamwork and problem solving skills.
  • Alternative methods will be provided should any of these prove difficult for the student because of a disability. Alternative arrangements for assessment can be discussed through our policy D3: Reasonable Adjustments and Special Consideration Policy and Procedures.

Associated skills

A range of core skills (‘Standards of Proficiency’) will be developed as the student studies. These have been clearly identified in order for the student to be effective in a changing world of work and develop their careers. They include:

  • Communication and interpersonal skills
  • Information gathering
  • Problem solving, data collection and interpretation
  • Care delivery
  • Information technology
  • Numeracy
  • Self-management
  • Team working
  • The Learning Process

The student will be involved in three types of learning situation:

  • Contact with the lecturer (supported hours).
  • Study outside class times as directed by the lecturer (directed learning). This will include online work often undertaken with other students as they explore and discuss different topics.
  • Study at the student’s own initiative (independent learning).
  • Contact hours + directed study hours + independent learning = total study hours.
    Total study hours define the credit volume for a module (using the formula 1 credit = 10 study hours).

Students can expect a change in the balance of supported, directed and independent learning as a course progresses and certainly at higher levels of study.