ao c beacon awards 2013 14 project profiles

AoC Beacon AwardsWinning College Profiles 2013/14

Teaching and Learning, Curriculum Design and Development

Leadership and Quality Improvement

Responsiveness, Partnership and Impact

Harlow College

Teaching and Learning Strategy The Harlow College innovative teaching, learning and assessment strategy has led to significant improvements in student success rates and high levels of value added that have been sustained for three years.

The Governors and Principal, supported by committed and motivated staff, developed the strategy to tackle poor and declining levels of achievement in the college. The radically different approach to teaching and learning includes daily individualised learning objectives, teaching organised in whole day units, no central control of course hours, course length or staff contact hours, nor set end times to a student’s day or year. There is, however, intensive monitoring of individual student progress and development with support to help them complete and achieve.

The development of a wholly new curriculum method has led to the determination and resolve of the staff to ensure maximum success and development for all its students through the willingness of learners and staff to innovate and be part of more successful approaches to teaching and learning. This has taken Harlow College into unexplored territory that staff and students relish.

Harlow College’s progress demonstrates that radical whole-college innovation in the delivery of the curriculum to secure dramatic improvements can be highly successful.

Further education - serving the needs of a better society and strong economy”“ I can’t praise enough the staff for all the support and encouragement

they have given in helping me achieve my best.

Student

OCR Award for Innovation in FE

Award for Innovation in Further Education

Awards for Teaching and Learning, Curriculum Design and Development

1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum

CoLRiC Award for the Effective Integration of Libraries/Learning Resources Centres in Curriculum Delivery

Edge Award for Practical Teaching and Practical Learning

Jisc Award for Efficiency through Effective Use of Technology in FE and Skills

JLT Employee Benefits Award for Health and Community Care

Microlink and AoC Charitable Trust Inclusive Learning Award for Students with Learning Difficulties and/or Disabilities

UCAS Award for HE in FE

Further education - serving the needs of a better society and strong economy



”“The college offers an outstanding sports provision

which is open to all students across the college no

matter what their ability. It has an integrated

approach which puts the needs of learners at

the heart of all it does.

AoC Beacon Assessors

1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum

Sports Development Department, Salford City College

Developing a Sport Development StrategySalford City College is one of largest colleges in the North West of England, with over 5,000 full-time students studying across its five centres, offering a variety of A-Level, Vocational and Apprenticeship provision.

Salford City College’s Sports Development Department has been recognised for its unique approach to integrating sport within the curriculum, utilising it to improve the quality of teaching and learning, attendance and retention.

As part of its strategy, the Sports Development Department has established key industry partnerships with a range of organisations, including the Manchester United Foundation, Steve Davis’ CueZone into Schools, Salford Red Devils, Manchester FA, Amir Khan’s Gloves Community Centre, and many more. These partnerships provide students with unique opportunities to work alongside sporting professionals and industry experts, and gain valuable work experiences.

Furthermore, the Just4Girls project, funded by Sport England and part of the overall initiative, has successfully encouraged more girls into sport.

The Sports Development Department has also been acknowledged for its broad portfolio of enrichment activities, which include industry-focused trips and visits, professional guest speaker visits and an extensive range of competitive Sports Academy teams. In addition, the in-house Sports Reporters’ Academy proved to be a highlight which sees students working alongside industry journalists, radio presenters and film-makers to develop their professional reporting skills. This aspect of the department’s approach is so successful; they have been invited to be involved with the reporting of the 2014 Commonwealth Games.

Library and Learning Support Centre, Northern College

ILT Curriculum Integration - If at first you don’t succeed...The Library and Learning Support Centre staff at the Northern College have a proven track record in managing and promoting organisational innovation and change.

• Presented a successful case for large-scale capital ILT equipment investment

• Reflected and built upon past integration failures

• Eliminated grey areas of responsibility by providing clear, unambiguous, project ownership

• Worked with colleagues and external providers to organise an extensive staff training programme

• Pushed for changes to the network infrastructure in order to accommodate wi-fi dependent new technology

• Introduced effective administrative procedures including centralised iPad control, app deployment and booking procedures

• Incorporated QA measures including Health and Safety, Equality and Diversity, Safeguarding and Sustainability considerations

In terms of the 2013-14 CoLRiC Beacon Award the team:

• Invited regular feedback from tutors and students

• Pioneered the iPad gifting and reward aspect of the Initiative

• Facilitated internal and external project dissemination

• Acted as effective intermediaries between the technical, financial, administrative, learner support and pedagogic aspects of the project

• Negotiated formal (initial) exemptions from the College Observation of Teaching and Learning procedure in an attempt to allow tutors to ‘get things wrong’ without pressure

• Built in staff resilience to key operational procedures


NORTHERNCOLLEGE


CoLRiC Award for the Effective Integration of Libraries/Learning Resources Centres in Curriculum Delivery

”“I now volunteer to answer any questions

and speak to complete strangers.

Student with multiple learning difficulties

Department of Engineering, Construction and Computing, City of Bath College

The living classroom Since 2010/11, City of Bath College has offered real and practical ‘living classroom’ environments for stonemasonry students. In partnership with NHTA South West, Stroud District Council, the National Trust and Nimbus Construction, real and meaningful restoration and construction projects for Level 2 and Level 3 students were established at Woodchester Mansion and Tyntesfield House Orangery respectively.

In pioneering this innovative approach, the college committed to embedding the ‘living classroom’ philosophy within the stonemasonry curriculum recognising that there are multiple pathways to success; ‘learning by doing’ is at the heart of the curriculum as well as theoretical education; technical, practical and vocational training is integral to the curriculum and is recognised and celebrated as a success route; students are given learning choices based on their own motivation, talents and career aspirations; technical, practical and vocational learning enshrined in the stonemasonry offer is of the highest quality and is highly valued by employers; learners leave the programme, at an appropriate level, with confidence in their technical and vocational abilities, are ambitious, aspirational and are suitably equipped with the skills that the UK economy requires and indeed, for them to succeed in their chosen profession.



”“It gave me a real sense of pride to look at the completed

work knowing exactly what my part in it was.

Student

Edge Award for Practical Teaching and Practical Learning

Sgiliaith Video Teaching Team, Coleg Meirion-Dwyfor

Welsh Medium Video Teaching Project As a rural college, it was necessary to teach groups from two distant sites together, and video teaching allowed it to provide a high quality service in a cost-effective manner.

Coleg Meirion-Dwyfor (part of Grŵp Llandrillo Menai) then developed the expertise required for this type of learning and decided to build on its areas of expertise. The college responded to the demand for a variety of provision by offering its services and expertise to schools and colleges across Wales. The college aims to use innovation and best practice in digital developments to provide a high quality Welsh medium and bilingual teaching and learning platform.

Coleg Meirion-Dwyfor provides learners across Wales with the opportunity to study courses that are not otherwise available as well as enhance their skills as independent learners. Although learners are well supported, this delivery method provides individuals with an opportunity to develop as mature, independent learners. The platform also allows learners to enhance skills in new technologies, thus supporting their independent learning skills. The project has increased the partnerships between the college and other educational establishments across Wales by giving them the ability to expand their provision to offer specialized subjects where there is a shortage of qualified teaching staff.



”“This method of learning has helped me prepare for university

as I had to work independently which has made me a more

confident and mature person.

Student

Jisc Award for the Effective Use of Technology in FE

Employer and Adult Services Department, Northbrook College

Delivering a Sustainable Workforce Development Strategy for Employers in Health & Community Care The College

Northbrook College is a highly successful major provider of Health & Social Care, a key industry cluster on the South Coast, working with over 515 employers in the sector (63% of regional market share). The achievement of significant success in this sector arises through the extensive work undertaken with key stakeholders and innovative partnership working arrangements established both at regional and national levels.

The Employer

South Coast Nursing Homes has seven care homes employing 709 staff across the South East. The two organisations came together to develop a fully comprehensive model of recruitment and development i.e. “a total package” in response to Skills for Care’s “capable and confident skills workforce” strategy.

The Impact

• Establishment of a sector work-based partnership including the Employer, Northbrook College, Skills for Care and Job Centre Plus

• Made the sector more attractive to a wider range of applicants including the unemployed

• Innovative teaching & learning

• 1,300 learners achieving qualifications from level 1 through to Foundation Degrees.

• Higher staff retention and promotion as a result of a clear workforce development programme

• Rollout to the sector as a model of high quality and inclusive practice in developing the future workforce



JLT Employee Benefits Award for Health and Community Care

”“The college has been a major force in creating

opportunities for sector based practical work

experience and Health and Community Care

is priority project.

Regional Manager, Job Centre Plus

Life and Employability Department, East Kent College

Supported Internship The Supported Employment initiative is an innovation in the college’s transition work with young people aged 16 - 24 who have learning difficulties and disabilities: to raise aspirations, empower and increase skills into sustained paid employment.

The positive outcomes for interns and employers are a culmination of working collaboratively with the public sector, businesses and partner agencies. Two new opportunities were launched in the last two years: Bright Futures and Supported Internships. Both schemes provide work based internships with a wide range of employers.

Effective planning and liaison across partners resulted in twenty intern placements at the beginning of the academic year 2012, nine of whom have progressed into paid employment.

Central to the success of the scheme is the Supported Employment Co-ordinator, whose focus is to source the placement that will lead to employment and Job Coaches who train the interns to achieve the skills required of the job as well as providing guidance to employers and staff.

Careful assessment and brokering to match young people to their chosen job aspirations ensures a mutually beneficial approach, which meets the business needs of the employer and career goals of the young person.

Flexible vocational pathways are focused on the acquisition of workplace skills and knowledge. These are supported by quality teaching, resources and technology which enhance the interns’ access to the curriculum.



”“The Supported Internship Programme is such

an asset for the interns and for the local area as a

whole. Andrew and our other interns are doing

great work in the community.

Workplace Job Coach

Microlink and AoC Charitable Trust Award for Students with Learning Difficulties and/or Disabilities

School of Health and Social Care Sciences, Grimsby Institute

Widening Advanced Access to Nursing for non-Students The development of a Foundation Degree in Hospital and Health Care (Adults) has permitted the Grimsby Institute of Further and Higher Education to significantly widen participation and access of non traditional students into Adult Nursing (alongside others’ careers within healthcare). Informed by professional, statutory and regulatory body requirements, the programme provides students with a flexible curriculum framework and multiple ‘step off’ points to inform choice for positive progression.

The programme embeds an access year (which typically recruits a significant number of non-traditional students) into the equivalent of the first year of an adult nursing degree. This means the successful students do not have to start study again at the beginning of a Nursing degree. In summary, students are provided with a ‘head start’ for up-skilling academically, practically and as a means to gaining ‘advanced entry’ into adult nurse education and training.

The flexible design of the curriculum alongside innovative work-based delivery is significantly linked to successful widening participation outcomes. Progression is central to the programmes aims; teaching and learning is described by students as ‘life changing’; and positive destinations are a strong indicator of success. Much of this can be attributed to a curriculum and delivery model that removes the multiple barriers to progression often faced by non-traditional students, whilst supporting strong academic, competency based, practical skill development within the workplace.



UCAS Award for HE in FE

”“The Institute provides creative and effective

teaching, strong leadership and high quality

opportunities for learners. At the heart of the

programme is the commitment to learner

voice which is exemplary.



Awards for Leadership and Quality Improvement

AoC Award for Outstanding Leadership of Improvement

City & Guilds Award for Staff Development

NAMSS Award for Student Services



”“The thought of coming to college two years ago scared me but I feel so relaxed here.

The atmosphere is so inviting and welcoming and tutors are extremely friendly.

Student

Association of Colleges Award for Outstanding Leadership of Improvement

Executive and Senior Management Team and Governors, Walsall College

A Holistic PassionThis project has been nine years in the making. It has involved hundreds of staff, tens-of-thousands of students and has, at times, required ‘blood, sweat and tears’ alongside achievement, high expectations, ambition, success and celebration. The college hopes its journey will inspire the FE and Skills Sector across the UK. The application title ‘A Holistic Passion’ depicts the whole college approach to high quality teaching, learning and assessment where both staff and students share a desire to achieve and succeed.

Outstanding leadership and management isn’t just leading through the good times, but leading and managing through the bad times. The college has been on an incredible, relentlessly difficult but exciting journey from satisfactory grade 3 with many grade 4 areas, where 4 out of 10 students failed, to being the first general FE college to achieve outstanding grade 1 under the new Ofsted inspection framework in 2013, and Investors in People Gold Standard (2013). Of course, the real achievement is the success and improved life changes of its students.

Walsall College would like to share its journey with the FE and Skills Sector in a meaningful, honest and transparent way and feel that this award has given it the platform to do so.

Professional Development Team, Chichester College

Licence to Observe At Chichester College all lesson observers (including student observers) must have a ‘Licence to Observe’. The training programme for the licence to observe has five one hour modules:

• Changing culture, introduction to the observation of teaching and learning framework, self-assessment and action planning

• Observation of teaching, collecting the evidence, report writing and moderation

• Making key judgements based on collected evidence and written feedback

• Feedback using a coaching model, developing oral feedback skills and a formal support process for teaching that requires improvement or is inadequate

• Setting SMART targets and action planning

Benefits:

• Consistency of observation grading and quality of feedback and teacher development

• Confident and well trained observers who are respected and trusted by their observees

• Improved report writing and evidence based judgments (both in lesson observation documentation, report writing and self-assessment)

• Coaching culture becomes embedded throughout the college in leadership, mentoring, teaching, staff feedback and student feedback

• Target setting is focused and developmental and has clear impact

• Teaching, learning and assessment is highly developed. There is an aspirational culture – teachers want to deliver outstanding teaching, learning and assessment. Teachers are receptive and welcome feedback

• Improved learner outcomes (including success rates and attendance) and overall student experience


Awards for Innovation in Further Education

City & Guilds Award for Staff Development in FE

”“The assessors saw the passion and enthusiasm for this project

in everyone they met... Without doubt learners in colleges across

the sector would benefit from the implementation of

this project in their colleges.




NAMSS Award for Student Services

“It is truly inspirational work, coming from the community and

working directly with the community. It sets up the meaningful

dialogue we desperately need if yet more young people are not

lost to us.

Rt Hon the Baroness Scotland QC ”

Student Support Team, Kingston College

Making positive choices improves life chancesKingston College fully embraces the fact that many young people face huge challenges as they make the transition from school into college and then onto to University or employment. Many of them carry a lot of baggage and issues that they want to confront and understand or alternatively exorcise and look to the future perfect. Kingston College has developed a unique blend of initiatives that empower young people to address their issues and to engage with the college’s support services. At the start of their course 3000 full time students experience a centrally co-ordinated Induction programme, the centre piece of which is a 45 minute performance by a theatre group that identifies many of the pressures that young people may face in South London. Once they have seen the performance, breakout sessions facilitated by the Student Services team help unpack the issues, explore causes and consequences and identify potential exit strategies. Students are then required to work with their peers to produce posters that convey the key messages, with prizes being awarded to the best entries.

Whilst this induction activity highlights the support services available within the college, there is no “One Hit Solution” to these issues. In order to continue the dialogue a series of targeted activities have been devised to help our “At Risk” students. These include further work with ex offender charities, interventions from the Boyhood to Manhood Foundation and an innovative tutorial curriculum. Kingston College doesn’t just give its students an excellent academic or vocational experience, it equips them with the skills to deal with the wider pressures that they’ll face in the future so that they can make positive decisions for themselves and influence also those of their peers.


Awards for Responsiveness, Partnership and Impact

AQA Award for College/School Partnerships

Association of Colleges Award for College Engagement with Employers

Pearson Award for Widening Participation to Lifelong Learning

University of Southampton Award for 14-19 Widening Participation

Welsh Government Award for Development of Literacy and Numeracy



”“The ‘Bridge to Work’ scheme is fantastic! …We are very proud to be associated with

this scheme and fully support the College’s initiative.

Employer

AQA Award for College/School Partnerships

School Links Team, Loughborough College

Bridge to Work SchemeBridge to Work is a transition support programme for young people making the step from education to apprenticeships or employment. Developed by Loughborough College, the scheme brings together young people, schools, parents and employers to ensure that young people make informed choices and develop basic skills expected by an employer.

The scheme begins to engage pupils and parents from year 8 to year 11 helping to inform the critical decision points through education.

The scheme aims to:

• Improve communication and team skills

• Provide information and guidance about the world of work

• Offer job coaching and improve job searching, application and interview skills

• Give a taste of different vocational subjects

The success of the scheme is due to the engagement with parents at an early stage through parents evenings and college open days. This enables parents to support their children in making the right choices for them.

Brige to Work also gives businesses an opportunity to define the skills and experience they expect from young people. Employers involved have been extremely positive with benefits including the promotion of their business and being part of a fun and rewarding process.



”“ It’s a great mix of practical training and theoretical learning. I can’t fault the

training I’ve received and I know that, beyond this scheme, I’ll be given full

support on my chosen career route.

Graduate

Association of Colleges Award for College Engagement with Employers

Business Development Directorate, Birmingham Metropolitan College

Excellence and Innovation in working with Global, National and Regional EmployersBirmingham Metropolitan College is one of the leading providers of further and higher education in the Midlands. It provides education and training for over 9,000 16-19 year olds, 45,000 higher education, adult and international learners and works with over 1,200 businesses in the UK.

The AoC Beacon Award for Engagement with Employers recognises the innovative work of the business development team in working with ALL areas of the college curriculum to set up academies for training the next-generation workforce. The Caterpillar Skills Development Academy at Desford, the Skills Academy in Wolverhampton, the four Samsung Academies and the JLR Education partnership centres have been set up in company and on college campuses to deliver training to meet business needs and support the Government Skills Agenda.

The innovative work of the college in setting up the IBM Smarter Planet Laboratory and the links with BMW in delivering training for all their plants is an ‘exemplar’ for up-skilling workforces across the UK. The college has recently expanded its portfolio even further with the launch of the Greater Birmingham Professional Services Academy which is partnered with some of the UK’s most influential financial and professional services companies: KPMG, Wesleyan Assurance, LaSer UK, Lloyds Bank, Deutsche Bank, Deloitte, Gateley and GVA to offer education and training for learners who are interested in careers in this thriving sector.



”“Volunteering has been great for me, I got to meet new people and learned so

much about this country. I am using my English every day and now feel

confident and ready to get work.

Student

Pearson Award for Widening Participation to Lifelong Learning

Community Team, Southern Regional College

Transforming Learning Communities ProjectTransforming Learning Communities Project is a five year project funded through the Big Lottery’s Live and Learn Programme to address education barriers and inequalities for Travellers and Migrant Workers. The project is delivered in partnership with Trademark and with the support of a range of community and statutory organisations including Traveller and Migrant support groups, Education and Health Boards, Trade Unions and local Councils.

The college provides accredited and non-accredited training and support services to address the barriers faced by these communities to accessing further education opportunities. The college focuses on Pre-ESOL (English for Speakers of Other Languages) and Pre-Essential Skills Literacy, Numeracy and IT targeting those who have not previously engaged in adult learning or who may have had a poor or limited experience of formal education.

Southern Regional College provides health and wellbeing programmes and advice and guidance clinics to enhance the knowledge, skills and integration levels of students both on Campus and in the community. The college also places a strong emphasis on progression and lifelong learning and supports students to enrol in FE courses and other Southern Regional College projects in their local area.

From September 2009 – December 2013, the college delivered training to 443 Travellers and 1,437 Migrants through 165 courses.



”“ The innovative approach, leadership and management of the

programme is making a major impact in East Glasgow.


University of Southampton Award for 14-19 Widening Participation

Creative Technologies Department, Glasgow Kelvin College (formerly John Wheatley College)

Youth Access ProgrammeThe Youth Access programme supports young people from the North East of Glasgow aged 12 to 17 in youth club settings to develop an early relationship with lifelong learning.

The young people learn, based on their own interests, transferable ICT skills through creative hardware and software. Their learning is recognised through a variety of youth work awards, benchmarked college certificates, SQA units and arts awards. The young people involved also gain the key social skills required for effective and constructive communication with peers and with adults in authority.

The programme is led by college youth workers who support access for the young people to tutors for in-depth learning and assessment as appropriate, both face to face and online. Further support is provided by partner youth workers in community settings.

A typical week will involve 26 sessions in 15 venues, with average attendances of over 20 young people. Different partnership arrangements are in place at each of the different venues.

During 2012-2013, over 1,300 young people enrolled on the programme, with about 200 in more than one venue. Also, at the college, are 29% of people enrolling in mainstream FE programmes who first encountered the college through enrolment with Youth Access.



”“ I am now more confident with my spelling and punctuation and often look up

words in the dictionary when I am reading, if I am not sure of the meaning.

Student

Welsh Government Award for the Development of Literacy and Numeracy

Essential Skills Department, Coleg Cambria

An Innovative Approach to developing Literacy and Numeracy SkillsLiteracy and numeracy support at Coleg Cambria ensures that individual learners progress to their full potential. BKSB diagnostics results inform the level of Essential Skill Wales (ESW) for each learner, ensuring there is differentiated learning within courses. This is reflected in college profiles of attainment in ESW which have annually showed significant increases in level three attainments in Application of Number and Communication while also increasing attainment at Entry Level 3 for learners closing skill gaps.

Increasing numbers of full time learners opt for Pre-GCSE or GCSE one year revision courses in English and Mathematics at college, depending on previous results. Learners like Natalie Griffiths exemplify the targeted support available upon an incremental journey mapped out at Coleg Cambria; she gained GCSE Maths having originally started as an Entry Level Learner in IT and now studies on a full time Level 3 Diploma in IT at the college.

Detailed Individual Learning Plans (ILPs) based on BKSB literacy and numeracy diagnostic results ensure adults in the local Community also progress into more fulfilled lives.

Catering and Hospitality learners are also using new media to apply literacy and numeracy using iPads with live, local data to make learning relevant and more engaging.

AoC Beacon Awards National Presentation Ceremony 2013-2014

Wednesday 5 February 2014 - Programme12.00 – 12.30 Arrival of Guests Reception in the Great Hall

12.30 Presentation of 2013-2014 AoC Beacon Awards in the Telford Theatre

Welcome and Introduction Dame Pat Bacon Chair, AoC Beacon Awards

Presentation of Parchments Lord Willis of Knaresborough President of AoC Charitable Trust

Presentation of the Tenth Annual President’s Award Lord Willis of Knaresborough

Matthew Hancock MP Minister of State for Skills and Enterprise

Vote of Thanks Carole Stott Chair, Association of Colleges

13.15 Buffet Lunch in the Great Hall

14.30 Onwards Departure

AoC Beacon Awards National Presentation Ceremony One Great George Street, Westminster, London

AoC Charitable Trust, 2-5 Stedham Place, London WC1A 1HUTelephone: 020 7034 9900 Facsimile: 020 7034 9950

Email: [email protected] Website: www.aoc.co.uk Twitter: AoC_Trust

ao c beacon awards 2013 14 project profiles

Education

learning strategy

curriculum colric award

curriculum design

practical learning jisc

learning support centre

curriculum delivery

educationocr award

developmentcolric award