We prefer to , where possible, assess learners on the basis of how they translate what they have learned in a way that they can apply in their area of work. Our workbooks (where used for RSPH courses) have been approved by the awarding body as an assessment method, and are designed to ensure each learner meets the learning outcomes by demonstrating their skills in a practical way. (see example below). After all, most of our learners will be in hands on roles!
We encourage learning in groups. Tasks may be set where we mix up the class and you will work with someone you wouldn't normally. We learn a lot from eachother!
“You send your child to the schoolmaster, but ’tis the schoolboys who educate him.” —Ralph Waldo Emerson, “Culture,” The Conduct of Life (1860).
We are passionate about our subject!
We will involve our learners in discussions and problem solving. It is only a subject expert and experienced trainer that can facilitate this and make it relevant and meaningful.
We know our stuff!
We have been hired many times due to our experience, and one organisation in particular approached us as a more 'generic' trainer they used did not, quote 'understand our sector and was unable to answer our questions in a meaningful way'
We will not stand at the front of the room talking at you and referring to endless slides!
We will use power point only when essential (if at all!).
Our learning aids are appropriate, relevant and hands on - meaning you are involved in the learning process.
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We were working on a menu project with a Hospital Trust in the North of England, when we offered the dietetic and catering departments the opportunity to take the qualification. There were 12 attendees at the one day course, which was quite intense - we covered a lot of ground !
Delegates included chefs, a dietitian, a dietetic assistant, an administrator, a retail manager working from bands 2-7.
When we were discussing this with staff, there were a few comments like 'it's a while since I was in school' 'I wouldn't be confident doing an exam' amongst others. This is when we decided to make the assessment model a practical work book based exercise.
The first thing we had to do was submit our proposed workbook to the RSPH. We had to prove that it would enable learners to meet the learning outcomes of the course. Our first draft was sent back with reassurance that it was very good, but a couple of minor changes were needed. Changes made, we were good to go.
Our work book facilitated assessment over the course of the day. It featured theory input and then, with the group split into working groups of three, tasks were performed and written up in the workbook. Half of our learning was undertaken in a classroom, our practical assessment in the trust's kitchens.
The delegates were briefed around our plagiarism and anti-collusion policy and procedure - one of the criteria training providers need to meet to achieve centre status. The delegates, due to being actively involved, were able to demonstrate clearly that this was their own work even though they worked in groups.
We achieved a pass rate of 100%, the RSPH external verifiers were satisfied that our learners had met all of the learning outcomes.
Unfortunately we are not running the course at this time. It will be back when we can run the course online.