pgcertmussher

Session/artefact to be observed/reviewed: One-to-ones
Size of student group: 13
Observer: Karen Mathewman
Observee: Michelle Ussher

Part One: (Observee to complete in brief and send to observer prior to the observation or review)

What is the context of this session/artefact within the curriculum?
The session is the 7th lecture within the 1st Year Critical Studies module of BA Contemporary Art and Craft. The session description is as follows:

Bauhaus: Continuing the ethos of the Arts & Crafts movement that art should meet the needs of society by reconciling mass production with artistic vision, the Bauhaus style – also known as the International Style – is distinguished by the principle – ‘form follows function’. Focusing on the German art school known as the Bauhaus, this session examines their creative approach to materials, techniques and processes seen through painting, performance, weaving and industrial design.

The morning lecture will be followed in the afternoon with the Bauhaus practical experiments such as Albers papercuts and colour squares, Kandinsky’s colour game and Itten’s texture/contrast collage making.

Reading:

• Excerpt Bauhaus Women – A Global Perspective, Elizabeth Otto and Patrick Rossier, Bloomsbury, 2019. Introduction pp. 1-14.

The module’s written submission deadline of a 2500 word essay meant the students requested an extra exercise involving deconstructing an artwork and opted to shorten the afternoon workshop session. This meant the morning session included the lecture, followed by a seminar of the reading in the library reading room, which involved students working in pairs to select a female artist from the Bauhaus Women book and sharing a key aspect to the group.

The afternoon session involved a group exercise deconstructing Pavel Tchelitchew ‘s oil painting portrait of Edith Sitwell for students to practice using concrete nouns to support abstract concepts. Different coloured cards were used to differentiate between objective descriptions (concrete nouns) and subjective descriptions (abstract concepts) that were laid out to create sentences. (This is an adaptation of the exercise used for the micro-teaching session)

After a break the group participated in the Albers paper cut exercise to experiment with creating 3D forms from 2D using only folds and cuts, and Albers colour exercise using colour paper.  

How long have you been working with this group and in what capacity?
Since Oct 2023 as their Critical Studies Subject Tutor. They study part-time and have completed 1 x 700 word written submission which I design and assess. I design and deliver a monthly lecture and workshop on Theory through Practice.

What are the intended or expected learning outcomes?
Understanding and application of subject knowledge, and underlying principles
Identification and investigation of varied visual, academic, ethical and cultural sources 
Skills to enable the realisation of ideas, appropriate to creative practice 
Solve problems and adapt to unforeseen challenges in the realisation of creative practice 
Management of own learning and progress through active reflection, negotiation, planning, self-direction, subject engagement, and commitment   
Communicating a creative, individual or collaborative personal practice

In this lesson all learners will:
Participate in a lecture on the Bauhaus.
Consider the specificities and differences of the Bauhaus in relation to other art schools, and the further global impact of the Bauhaus pedagogy.
Discuss and capture skills acquired on the course so far, and consider how these support the development of conceptual and practical ideas relating to their studio practice.
Participate in a seminar on Bauhaus Women – A Global Perspective
Select 2 of 3 exercises from the menu of Bauhaus activities
Participate in a group activity to visual deconstruct and describe artworks.

In this lesson some learners will:
Take a leading role in discussion on Bauhaus Women – A Global Perspective.
Develop language skills to differentiate between concrete nouns and abstract concepts, and comprehend how to organise these words in a sentence to describe individual understanding of an artwork.
Develop a series of experiments in relation to Bauhaus practical experiments.

What are the anticipated outputs (anything students will make/do)?
Students should have read the required reading and recognize the basic understanding of the Bauhaus to value their influential style.
Students will be able to describe at least one aspect of their understanding relating to the Edith Sitwell portrait. They will make at least one paper form and identify at least one behavioral change in colour from the Albers exercise.

Are there potential difficulties or specific areas of concern?
As the session requires group participation in a various group activities, some students may dominate and intimidate learning of less confident students.

How will students be informed of the observation/review?
They will be told during the session

What would you particularly like feedback on?
Possible ways to understand student learning/engagement from a 2 hour lecture

How will feedback be exchanged?
Follow up email or meeting.

Part Two: (Observer to note down observations, suggestions and questions)

Our discussion

Michelle had originally prepared for me to observe in person, but because I was not well we talked through the session and how it had gone in a Teams online discussion. First of all I was delighted to spend time looking through what was a really engaging and motivating set of materials. I would call it a day of ‘immersion’ for the students into Bauhaus and particularly Bauhaus women.

We talked about the context more holistically. These were mainly mature students who have a lot of life experience but less academic and technological knowledge. They like talking and have lots of opinions! It is a residential course so we talked about some if the difficulties of setting boundaries, and Michelle said that even with such a long day students ere coming to find her while eating or resting to ask questions.  Michelle asked if I had any suggestions. It can be very hard in my experience to set boundaries in such a context- there is no chance to head home like we would do in a more traditional setting. I suggested that Michelle be honest about the way the day was going t work, that it was very intense, and also honest at the beginning of the session about her need to recharge and spend time alone thinking planning and resting. I also suggested that she encourage students to form small support groups and work together on things so there was time for that support and questioning. Perhaps a more informal session at the end where students could get to ‘talk to teacher’ as some so love to but still in a semi structured way so it does not impinge on their leisure time.

We focused primarily on the lecture stage of Michelle’s day, while also touching on the more creative ‘making and doing’ parts of the day. Michelle said she had nearly 100 slides for a 2- hour lecture. When I first heard this alarm bells started ringing because that is a lot of slides for a single lecture, but all of these slides were very visual – often with just one image on each slide. They were beautiful and engaging and told a story. I am sure the students were captivated.

However wonderful the slides and lecturer, listening for two hours can be a lot, and attention can wane. We talked about ways to make what is more ‘passive listening’ into ‘active listening’. Perhaps before starting the lecture say something like- ‘I’d like you to listen for three things that really resonate with you from the lecture and be ready to share them at the end’. There could also be short break ‘moments’ during the lecture where students discuss a single very focused question or do a poll (e.g. through Mentimeter) to check understanding. With this particular cohort we discussed the fact many are slight technophobes who may not be up to working with apps and different online resources, and equally if the lecture is stopped for discussion they do like to talk so it is hard to get on track. It is still something we left for Michelle to think about as she said it could sometimes be hard to see what the students had learnt.

I also suggested making reference to the different parts of the day at other times, so that the students could really see a line through and how and why those different parts and activities linked together. Often as teachers we have those links in our head but don’t always make them explicit so helping students understand the connection is always good. ‘Remember we saw A in the lecture. We are now going to do an activity that links it to B’.

It was a really engaging discussion for me and I felt like I had entered the Bauhaus world too. Michelle’s knowledge and enthusiasm for the subject was infectious and I imagined the students had an intense and wonderful experience.

In summary

A great lesson and day of learning for the students.
A few things to think about:

• How to be more explicit in setting boundaries for the wellbeing of the teacher and the students in what is a really intense and tiring residential experience

• How to encourage active learning and more student responsibility for learning even in the more traditional form of a lecture

• How to make sure students understand the line through from one activity to another, so again their learning is deeper and with a greater understanding of the learning objectives.

Part Three: (Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged)

Thanks for your thoughtful feedback. Having guidance on setting well-being boundaries and how to encourage students to lead on their own learning for greater understanding is useful. 

Action Plan from feedback:

• As the course is “Block” delivered once a month for each year level, I plan to adopt the suggested approach of “being honest” at the start of the sessional block with a disclaimer. This will include communicating that I need time to recharge between teaching in order to be at my best during the contact hours (9:30-12:30 and 2-5:30). This means I need to take breaks from teaching-related concerns and have “down-time”. This will hopefully encourage the students to be mindful when they see me early at breakfast and later in the eve outside class.

•  To balance the scheduled “lecture” duration of 2 hours, I regularly divide the delivery into 2 x 45-minute sessions with a 30-minute break in between. Responding to the advice on 20-minute attention spans, I plan to divide these 45-minute sessions into 2 x 20-minute sessions with a 5-minute “question time”. The suggestion of a “quiz” is appealing and I can imagine it heightening engagement while allowing me to monitor depth of understanding. This could be initiated by giving the students specific questions at the start of class or asking “pop” questions. 

• I like to follow Aristotelian logic, which values visual knowledge over written explanations to communicate ideas. Visual knowledge is known to support diverse learners, and this is why my lectures often contain many images. I always include a visual map at the beginning of a lecture for the student to visualise the lecture’s structure and content. In future, I plan to use this “visual map” to show the map of the day to enable the student to see how the different activities relate to one another. The same images could be used at the different activity points to trigger which point in the day the student is at and deepen an understanding of how the moment they are in relates to another. 

Session/artefact to be observed/reviewed: One-to-ones
Size of student group: 1
Observer: Michelle Ussher
Observee: Jazmin Hodges

PART ONE (Observee to complete in brief and send to observer prior to the observation or review)

What is the context of this session/artefact within the curriculum?
The observer will be sitting in on my one-to-one block. In one hour I will have two twenty minute appointments. One-to-ones are appointments that can be booked via the website up to an hour before the session. They are for students in their final term of study or graduates up to five years out. The topic they can select to talk about must be careers related and often cover subjects such as CV reviews, cover letter help, application guidance, interview prep, identifying career options or where to look for work, portfolios etc.

How long have you been working with this group and in what capacity?
The one-to-ones can be booked by any student or grad from any college. So most times I only see them for that 20 minute slot. However, it is common to see the same grad perhaps 4 times in a term, while they work on different areas that they would like to develop.

What are the intended or expected learning outcomes?
They should have a clearer understanding of the query that they came in with and be able to orally tell me what their next steps and actions will be after the session.

What are the anticipated outputs (anything students will make/do)?
They should have begun to work on their action plan during the session and give me some indication that they have inputted reasonable goals with time frames.

Are there potential difficulties or specific areas of concern?
As the sessions take place online sometimes tech issues can be a disruption that eats into the very limited time.

How will students be informed of the observation/review?
They will be told during the session

What would you particularly like feedback on?
I think the action plan and the way the graduates demonstrate their understanding.

How will feedback be exchanged?
Follow up email or meeting.

PART TWO (Observer to note down observations, suggestions and questions)
Below is a list of observed interaction between Jazmin and 2 student/alumni. At the end of each list is a summary including positives and areas of suggested improvement.

1st meeting: LG, 2nd year BA Textile BA student graduating DPS student. (3rd year is in industry) and 3rd year spent back in CSM.
Outline: Use of form for personal reference / columns. Referred to Student Team as it relates to student work rather than graduate work.
Graduate query / intention: cover letters, project unit 6 brief assistance. Looking for cover letter help for placements (would like a textile artist Australia, Sydney) and future applications.
Suggested Action Plan: Advised on a general approach to cover letters to include the course studied and achievements. Key to a cover letter is it should complement your cv not mirror it.
Advised to highlight your research of the organisation. Select a few things about them and tie it in to something you have done in the past that you couldn’t include in your cv. Include specific responses to the role. Regarding CV positives were affirmed (clear, thoughtful and tidy layout) while improvements were suggested such as: Remove face image from CV to make anonymous (no bias) Use an image of your work instead and a hyperlink to website/instagram.
Include location – if you’re willing to relocate. Use single font rather than multiple
Add more details on significant subject learning. (live briefs, group work, client work)
Change “expertise” to “skills”. Rather than combining “hard” skills (training required/sewing etc) with “soft” skills (communication), separate and evidence your “soft” skills through examples not claims. Narrow down your bullet points to focus skills advertised. Look at their desirable aspects in job advert and include these in your CV list. Don’t end bullet points with commas. Use Capital letters, run through an app to check Grammar Lose 1st person. Write in 3rd person without pronouns. Include the dates of work experience and list your Responsibilities and Achievements.
Graduate Understanding: Concluded with the highlighted important areas and mentioned time left.

Summary:
Your personable and relaxed tone makes the interaction welcoming and supportive. Your ability to reassure while weaving through shared information to ground the student is very good. Your strengths are in clarifying the purpose of the appointment and focusing support on the areas requested while advising on other UAL areas for learning support. This kind of clarity could be used when concluding by asking the student/alumni what notes they have taken (knowing they haven’t) which will prompt them to make a list on the call outlining an action plan so they have a written list of your good suggestions. This can make for a more “concrete” outcome that will evidence to the student the usefulness of the meeting, which they can refer to for guidance once off the call.

2nd meeting: CF graduated in 2023. Media Communications
Outline: pre-appointment form, advised to take notes outlining goals and dates (For your own purposes). Time. Pre-sent places to find work.
Graduate query/ intention: Wanting to find work. Obtained job in Sept advertised as a Junior Marketer and Website development however actual job was outsourced to India and role was project management. Contract received a few days after training, which specified that they were not allowed to work in a similar role within a 30km radius. Completed training and wasn’t comfort signing contract. Applying for jobs and engaging in phone interviews prior face-to-face interviews. Checking usual creative industries site, linkdin and cold calling based in London and Essex. Struggling with entry level jobs want 1-2 year’s experience. Has a clear vision of working in celebrity PR.
Suggested Action Plan: Advised to apply to companies advertising for experience anyway as they may not get exactly what they wish for. Recommend joining a few recruitment agencies at once. Encouraging the proactive cold calling. Considering other networking opportunities associated with training, seminars or human connections. Considering working in associated areas to celebrity PR like Luxury PR. In the next month
– attending seminars, film festivals, red carpet areas, networking events
– contacting recruiters to have more than one workng for you
– hitting associated areas like Luxury PR.
– continuing with your same proactive energy knowing it isn’t personal.
– keep being varied as possible
– knowing you have interviews which means you are doing something positive, and follow up for feedback on what is working and can be improved.
– if you receive any interviews be in contact for further support
In a few months
– if no success come back and we can reassess strategy.
Graduate Understanding: Lean into when the upward projection happens.
Questioning the interviewee about culture to gauge the company’s values and how they are recruiting people.
Attend CSM Alumni networking events advertised online (2 x month letter)

Summary: You establish an excellent clarity of allocated time, and what is possible, make clear what information has been provided by both yourself and the student and gain further background information to establish an understanding of character in a short period of time. This initial interaction seems crucial for advising on successful outcomes. Shifting the meeting from conversation/advice towards an “action plan” had more clarity than the previous meeting by announcing it – “OK so in terms of an Action Plan”. An understanding can be strengthened further by asking the alumni based on the advice given what they think the next steps are, and the “action plan” could be written in the chat for both to see while acting as a record of suggested outcomes from the meeting. This might allow you to look over what you have suggested to give you a moment to consider anything you would like to add. The follow-up could include booking an appointment that could be cancelled at a later date.

PART THREE (Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged)

Thank you for your detailed feedback. It’s useful to gain an understanding of how someone outside of the careers team views these one to ones.

How I will act on feedback (Action Plan)

• The first appointment was with a second-year student, who booked on to the session by mistake. As the service is primarily for graduates (and students in their final term) when this happens, I will continue with the session, but just take a more relaxed approach to how the session is structured. However, I think your points about still ensuring they complete an action plan will be good practice going forward. As although they likely won’t use the service for a while it may help to begin to set the tone of what the expectation will be when they get to graduate level. It is a simple enough tool for them to get to grips with and implement during the session and hopefully after too.
  
• To mirror my strengths on clarifying at the beginning I want to adopt the approach I observed you taking with your students. Around 10 minutes into the tutorials I noticed you often asked them what their intended actions were. I will adapt this slightly, as I need a little longer to introduce myself, the structure of the session and gain context about them, so I think I will aim for around the 12-15 minute mark. I will try doing this, with the hopes that it will allow them to begin taking ownership of the outcome of the meeting and help shift anyone who is being passive to a more active role in the outcome of the session.

Note Taking

• Another point I intend to adopt is your way of drawing attention to when they haven’t taken notes. If for some reason a student or grad is unable to access or edit the Action Plan that has been sent to them ahead of time, I think gently asking them what notes they have taken or if they want to note this part down will help make sure they have their own record of next steps.

• I also like the idea of asking them to write their action plan in the chat. I’ll likely incorporate it into my intro, so they are aware that that will be the expectation at the end of the session. It will also be useful as a backup in case there are any technical issues with them accessing the Action Plan sent over. This will mean that they can still fully participate in the written portion of the one-to-one.

Session/artefact to be observed/reviewed: 1-2-1 Tutorials.
Size of student group: 3 out of 68
Observer: Jazmin
Observee: Michelle

PART ONE (Observee to complete in brief and send to observer prior to the observation or review)

What is the context of this session/artefact within the curriculum?
Tutorials relating to Part 3. Personal Project Proposal (PPP) and development and “Up & Running” project. 3 students prioritised owing to outstanding PPP information (relating to Section 2 concept development and title)

How long have you been working with this group and in what capacity?
Since Part 2 Oct/Nov 2023 (specialist) and some beforehand in Sept 2023 (diagnostic)
as an Associate Lecturer 2 days pw.

What are the intended or expected learning outcomes?
Learning outcome(s): 
 In this lesson all learners will: 

• Make site visit to Kings Cross Roof Terrance to view space for Up and Running’s Thursday “Happening”  (AM)
• Introduce the territory their PPP explores to small peer groups 
• Introduce initial source material (archival, digital, physical, or sensory) that they will engage with for first ‘doing’ actions 
• Produce an action plan for this week 
• Begin creative actions in relation to their PPP 
• Use reflection (PPP) to review experimental work produced 
  
  In this lesson some learners will: 
• Engage in high level discussion with their peers and tutor in relation to their own ideas, creative ambitions  

What are the anticipated outputs (anything students will make/do)?
First making actions towards Up & Running
Consider what is challenging / interesting about responding to the KX terrace
Finalise PPP

Are there potential difficulties or specific areas of concern?
Some students have not completed PPP

How will students be informed of the observation/review?
By word at introduction of session

What would you particularly like feedback on?
How to improve student engagement

How will feedback be exchanged?
By email

PART TWO (Observer to note down observations, suggestions and questions)

Context: observed one-to-ones
One-to-ones take place in a classroom environment – doesn’t allow for complete privacy but overall students are respectful and allow for the students to have the time undisturbed.

First student
Immediately complemented the student – this made the atmosphere relaxed and warm. As they may have been a little uncomfortable with me observing. Checked if Workflow entries were in correct setting to avoid issues. Wellbeing- remembered details about student e.g. sickness as a reason for gaps in entries. Checked what exhibition the student had been to lately, as there wasn’t a recent record of one on their Workflow. The student stated they had been to one recently, but they hadn’t enjoyed it. You made it a point to still encourage them to include it, stating that it is sometimes easier to write about what they don’t like. Gave them room to explain their plan of action, didn’t interrupt even when there was a gap. This allowed the student space to form their ideas and articulate their thoughts. You then asked for clarification after: E.g., when student described something as ‘minimalist’ you asked in what way ’shape or colour?’In the middle of the session, you very clearly shifted the focus to next steps. Asking the student what they were going to do. The initial answer lacked a timeframe, so you casually asked them if it would be done on Tuesday or Thursday, to make use of staff and space. You then asked to view their action plan. Where you gave them more concrete actions that they could achieve that afternoon. Looked at own check list to be sure you didn’t forget anything you wanted to cover. Conversation naturally flowed, so student ended up developing a new idea for their performance piece. Also introduced a new concept ‘Relational Aesthetic’ so the student had a new area to research. Wrapped up by re-checking they knew what their priorities were for the afternoon. Double checked if they had a title. When student stated they considered not having one. You didn’t challenge them, but instead suggested one that would work well with their project.

Second student
Student started off by saying they had no idea what was going on with their PPP, you both laughed, which made the atmosphere easy going. Student didn’t have their laptop. You asked rhetorically, why didn’t they have it, but made sure to accommodate them by getting yours so you could still view their work on Workflow. Made sure to compliment their Workflow and them choosing a title. Guided them to rework their title due to its connotations. Acknowledged the student was feeling a little lost so kept encouraging them to take notes as they didn’t naturally do so. You stated that having things written down can ground them and help them feel as though they are making decisions. When explaining a new concept you checked in that they understood. They said yes. However, I can’t be sure, but you seemed to pick up on something from the student’s demeanour that made you explain it further and in a slightly different way. Prompted them to take notes throughout to ensure they didn’t forget anything. Began to discuss timelines of when what was discussed could be achieved, student was unsure, so you helped them narrow it down. The student had an idea for their project come to them that they were reluctant to share. You were firm but playful to encourage them to share it. Once they described it, you told them to go to the shop that afternoon in order to get all the necessary materials. Brought up another student that had a different working style, to let them know that not everyone needs to work in the same way. By the end of the tutorial student didn’t need to be prompted to take notes. Concluded by re-establishing expectations for the rest of the afternoon. Used humour, checked if they felt better and if they knew what they were doing.

Third student
Checked their knowledge of Workflow, as there was something that needed to be reformatted. Asked them to ensure they were uploading their work in the correct format. When student wasn’t taking notes gave gentle prompt by touching their laptop. When reviewing their work made the distinction between a truth and your truth. Explained it by using real life examples which was nice to see, as it made it very clear. Framed the students work differently – challenged them to see if they can prove themselves right or wrong. When you noticed an absence of imagery in their work and the student stated they hadn’t been to any exhibitions recently you googled some together. You then incorporated this into their Action Plan, asking them to list going to an exhibition as an action. They still weren’t taking notes, so you directly said they should be writing this down. The student said it was all in their head, so you didn’t push it further. You did get them to recap the actions to conclude though, by way of affirming what was agreed.

Conclusions, questions and suggestions
I really enjoyed observing your tutorials and the way you interacted with your students. You’ve got a great relationship with each of them and it was lovely to see the respectful and good natured way you guided them.

A few things I noticed worked really well were:
You’re great at giving them ideas on what they can achieve that afternoon! So, they don’t get a chance to get stuck in the planning stage. If students didn’t naturally take notes you made sure to tell them to do so. You tied things back to earlier learning. A couple of times you referred to Part 2, so students can see how everything relates. Maintained great eye contact. Good at meeting the students where they are and checked in with them regularly. Asked clarifying questions. Loved the Padlet that allowed students to get an oversight of free exhibitions on at the moment.

A couple of suggestions/ questions to improve engagement:
This may already have been said, but perhaps tell all students how to prepare for a one-to-one- Take notes, have laptop, show action plan etc. Are students aware of what you will be checking for during this tutorial? Perhaps if they’re not put the checklist on the board, so they know what the expectation is? Perhaps ask each student if there is anything in particular, they want you to check for them? Noticed you went into some of the student’s space and with others you found somewhere neutral in the classroom, was this intentional? Or just due to practicality?Could it be easier if you were to find a space in the classroom and have them come to you? Slightly away from their friends so they’re not overheard, but so it also allows you to have a base. Perhaps there could be a short buffer time between one-to-ones worked in so other students don’t need to interrupt a one to one of their classmates, if they need assistance?

PART THREE (Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged)

Thanks for your considered feedback. Having insight on how 1-2-1 tutorials are viewed by someone outside a teaching framework and from a Careers perspective is useful.

How I will act on feedback (Action Plan)

• The diversity of the 3 students observed out of 68 in the room required flexible teaching to approach the focused tutorials (PPP and Up & Running). As the expectations for the tutorial were to support idea development of first making actions, the “checklist” I referred to in the tutorial with Student 1 relates to where the student’s thinking might be evidenced, rather than something the student is expected to provide. However, I would like to adopt your way of introducing tutorial expectations as despite it being Week 25 and tutorials occurring every week, alongside Moodle notifications of expectations and daily whiteboard written expectations, students regularly forget their laptops and sketchbooks. As their PPP initiates their final project that is graded in Week 30 and the Up & Running KX event is an ungraded “one-off” activity that week, the importance of the 2 focus areas differs. If this combination happens again, I will begin the tutorial by clarifying the first 5-7 minutes will be dedicated to finalising their PPP’s on Workflow and the last 5-7 minutes will focus on their Up & Running ideas. To bookend the tutorial I will consistently incorporate reaffirming their action plan at the conclusion, and ask if there is anything they would like checked. If their enquiry cannot be accommodated within the timeframe I will arrange a follow-up tutorial with another tutor in the end-of-day handover email.
  
  
•  It is helpful knowing the space/time needs are identifiable even if I’m unable to actively respond to the issue owing to logistics beyond my remit as an AL. As you witnessed painting students require more physical space than most students, which is a challenge in a culture leaning towards “hot-desking”. 70-80 students are designated to one room per year. The contextual studio culture of the course (Fine Art Painting) means student 1-2-1 tutorials occur within the student’s dedicated studio space to enable the student to discuss direct relationships between their practical work (walls and table) and Workflow. If a student indicates a need for privacy or there is prior knowledge of anticipated sensitivity, I move the tutorial to the desk area designated for the 2 teachers, or outside. These areas are negotiated in flux with the 2nd teacher according to student necessity.
  
  
•  The student-teacher ratio determines tutorial timing. Ideally, 2-3 mins would exist between tutorials. The student volume necessitates aiming towards a minimum of 8/10 students a day within a 5-hour contact period and on this occasion, the number of tutorials per day remained (owing to the PPP deadline) and the buffer was adjusted responsively to accommodate the one-off KX site visit (for Up & Running) in the morning.