Curriculum Overview

Intent

The curriculum at Bright Direction Training aims to prepare our learners in understanding the business world around them, prepare them for the next stage of their career and to develop them as management practitioners. We want our learners to be both engaged and interested. The design of our wider curriculum is based on both the business needs of our clients matched closely to individual needs and personal development. When our learners have progressed through Bright Direction Training, they will have mastered and developed a range of both procedural knowledge (skills) and factual knowledge through a range of high-quality interventions and experiential learning (behaviours). Our curriculum is customised to meet the individual needs of our learners in line with Organisational Mission and Values.

Implementation

Our Tutors are provided with a detailed scheme of work and supporting resources to enable them to implement and plan their curriculum for each cohort of delivery. As part of this planning process, leaders need to plan the following:

  • A cycle of master class sessions for each unit covered in the management apprenticeship programmes, which carefully plans for progression and depth and creates opportunities to address social disadvantage;
  • Curriculum is sequenced in a logical and progressive way that supports learners to build on knowledge
  • Challenging tasks and questions for learners so that they can apply their learning in a structured balanced and ethical manner
  • Trips and visiting experts who will enhance the learning experience;
  • Individual and unique learning plans for each learner based on the learner’s self-assessment and clear and recognised development needs.
  • A range of support mechanisms for each learner that accurately measures learners progress and development of knowledge skills and behaviours.
  • Tangible measurements of positive changes in behaviour.

Impact:

We measure the impact of our curriculum through the following methods:

  • A reflection on standards achieved against the planned outcomes;
  • Regular 1-1 Progress reviews with learners and their business managers
  • A recognition of achievement at formative and summative stages of assessment
  • Learner discussions and feedback about their learning;
  • The annual tracking of standards across the curriculum through our annual SAR and Quality Improvement Plan

 

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