1. AoC Beacon Awards
Teaching Leadership Responsiveness,
and Learning, and Quality Partnership
Curriculum Improvement and Impact
Design and
Development
2011/2012
Winning College Profiles
2. Awards for Teaching and Learning,
Curriculum Design and Development
• Association of Colleges Award for Inclusive Learning
• CoLRiC Award for the Effective Integration of
Libraries/LRCs in Curriculum Delivery
• Edge Award for Practical Teaching and Practical Learning
• Jardine Lloyd Thompson Benefit Solutions Award for
Health and Community Care
• LSIS Award for Effective Use of Technology in FE and Skills
• OCR Award for Skills
3. Awards for Teaching and Learning, Curriculum Design and Development
Association of Colleges Award
for Inclusive Learning
Learning Services Team, West Cheshire College
LEAP2WORK
“”
LEAP2WORK, a project developed by West Cheshire College and Cheshire
West and Chester’s Supported Employment Team, supports local young
people aged 16-25 with learning difficulties and disabilities (LDD) to make
I love the job the transition away from benefit dependency and towards economic
and I think independence.
they like me! The project came about through the drive, passion and determination of
staff at West Cheshire College who for many years have been working to
Emma, learner improve the employment opportunities of young people with disabilities.
at the College The Office for National Statistics (November 2010) says 52% of disabled people
between the ages of 16 and 64 are economically inactive, compared to 23%
for the general population. Radar, the Royal Association for Disability and
Rehabilitation, estimates that 44% of disabled 19 to 21 year-olds are not in
employment, education or training (NEETs) - compared to 23% for the
non-disabled population.
LEAP2WORK is making small but significant inroads into these appalling
statistics by moving young people with LDD towards employment and
economic independence and away from benefits; removing some of the
barriers they experience to enable progression towards financial
independence and independent living.
LEAP2WORK is a major programme at West Cheshire College, delivering
a coordinated approach across all curriculum areas to ensure that whatever
their vocational interests, LDD learners have the opportunity to access the
specific training and support required to progress into further training
and employment.
4. Awards for Teaching and Learning, Curriculum Design and Development
CoLRiC Award
for the Effective Integration of Libraries/
LRCs in Curriculum Delivery
Information and Learner Services: the Learning Resource Centre,
Northampton College
Embedding information and study skills into
“
the curriculum
Research suggested that information and study skills, while essential to
I’ve just compared every student’s success, were underdeveloped. Believing in the central
the grades of the importance of ensuring that the Library is embedded at the heart of the
student’s experience, Northampton College determined to address this issue.
assignment based
The Library team designed and delivered Information and Study Skills sessions
module for this year
in a highly effective collaboration with curriculum colleagues to help students
with last year devise research plans, access information from a variety of sources and produce
and found a 5% correctly referenced material for assignments.
improvement. This Over 4,000 students took part and feedback was excellent, with 97% claiming
that the sessions helped them enormously with their ability to produce high
I feel reflects the value
quality evidence of their understanding and knowledge. Importantly, some
of the research skills module grades were seen to rise by 10%.
”
sessions and prepares The College ensured that designs for its new building included a state-of-the-
students for the rigour art library, created as a fulcrum to the physical structure and symbolising the
central importance of research skills within the learning experience.
of HE.
The Library team has taken its concept around peer organisations within
Course Leader FE and HE and is working to refine its service through further professional
development to maximise the impact of the fantastic new library on the
learning experience and future success of its students.
5. Awards for Teaching and Learning, Curriculum Design and Development
Edge Award
for Practical Teaching and
Practical Learning
Engineering Department, Exeter College
Aerospace Engineering “Learning by doing”
“
Exeter College’s first priority when selected as Flybe’s lead academic partner
in 2007 was to create a unique and innovative post-16 practical learning
pathway to license new aircraft engineers in collaboration with the Civil
Many thanks to Aviation Authority, Flybe, GoSkills, SEMTA, the Skills Funding Agency
the College for and awarding organisations.
supporting us in The Flybe Diploma in Engineering, a four year industry based course
developing underpinning knowledge and practical skills concurrently,
filling the two
is a framework of vocational qualifications, a professional certificate and
Technician posts for a Foundation Degree.
the new simulator.
It aims to:
Nick and Aaron are
• Provide the aerospace industry with talented, licensed engineers
promising engineers • Provide a practical learning course meeting employer and sector
”
and have had an requirements whilst being enjoyable and affordable to students
• Support learners in achieving their aspirations
excellent grounding
• Promote a seamless transition from FE to employment
from the College. • Address the ‘lost’ skills by training students to become ‘pure’ engineers
• Reduce barriers to participation of minority groups and encourage
Kevin Berry, more women into engineering
Manager Flight • Expand the integration of qualifications into practical learning
Training Devises Over 3,000 hours of practical training in the live aircraft hangar and workshops
mean learning is real and relevant with student feedback showing the most
valued feature is having live aircraft, parts and components “at their fingertips”.
Learners’ high levels of practical skills and knowledge allows for progress to
employment, earning a salary in excess of £30,000 per annum.
6. Awards for Teaching and Learning, Curriculum Design and Development
Jardine Lloyd Thompson
Benefit Solutions Award
for Health and Community Care
Science, Maths and Humanities Department, Fareham College
NHS Leg Care Community Clinic
“
The Leg Care Centre run by Southern Health and Fareham College provides
specialist care for patients in the Fareham and Gosport area in a comfortable,
inviting environment. Linked to the Community Innovations Team (a patient
I believe that the support network), patients are able to come and socialise so they can engage
College students are in communication with others and be re-integrated into the community. The
Centre provides a social learning model that ensures patients aren’t isolated in
getting valuable
their homes waiting for district nurses. This helps to make the most efficient
experience and the use of patient and nursing time. Anecdotal evidence already suggests that
nursing staff can patients are healing more quickly and without reoccurrence.
work more effectively The Leg Care Centre is also helping students because it provides a professional
”
learning environment as those studying Health and Social Care and Access to
in a single site,
Nursing volunteer to gain hands-on experience which many universities look
so everybody is for. Without this type of experience many universities will not accept students
a winner. who wish to study a nursing profession or similar degree.
The number of patients the Leg Care Centre treates has increased dramatically.
Local GP
Since its official opening on 21st September 2009, it has gone from treating half
a dozen patients to 505 patients a month.
Southern Health and Fareham College are currently working to expand the
centre further by developing more services for patients and opportunities
for students.
7. Awards for Teaching and Learning, Curriculum Design and Development
LSIS Award
for Effective Use of Technology
in FE and Skills
Innovation and Excellence Unit, Preston College
Innovation and Excellence Unit
“
The Preston College Innovation and Excellence Unit was established to create
an engaging and innovative approach to learning and assessment by developing
an enthusiasm for the use of new and emerging technologies.
I can edit video
To develop the effective use of technology, a varied and bespoke staff
straight away,
development programme supporting the introduction of cutting edge
without having innovative technologies into teaching practices was implemented. Staff were
”
invited to technology based sessions that were tailored to their levels of learning
to wait for a PC
and ability, following an extensive skills audit of the learning journey. This
and MovieMaker created a culture and passion for excellence in both staff and students.
to load.
Filming in 3D has supported the development of skills such as sports coaching
and catering, whilst 3D software has allowed learners to experience a
Student
working engine or beating heart. Head cameras have recorded unique first
person perspectives in vocations such as hairdressing and supported the
development of internationally recognised iTunes U content. Other mobile
technologies such as Kindles, iPods and PSPs have supported the initiative
and engaged staff and students alike.
By thinking laterally about the use of technology within FE, and supporting
new assessment and curriculum design, the success rates of learners have
increased dramatically to above 90%.
8. Awards for Teaching and Learning, Curriculum Design and Development
OCR Award
for Skills
Functional Skills Team, Walsall College
Roll out of Functional Skills
“
Walsall College Mission Statement: “Our greatest passion is unleashing the
potential of individuals, communities and businesses; our greatest legacy is
the talent of our learners: skilled, professional and enterprising.”
Functional Skills
Ensuring learners are equipped with the essential levels of English, Maths
has given me the
and ICT to secure employment or further study is at the heart of this statement,
confidence and and is the aim of the Functional Skills team.
knowledge that will The College’s goal is to unlock lifelong learning potential and raise the
help me in the future. aspirations of each learner, allowing them to access employment and/or further
study opportunities. The overarching aim is to ensure all the College’s 16-19
I feel maths is
full time learners have the English, Maths and ICT skills needed to achieve,
important in the whilst adapting to the current economic situation.
industry because it Walsall College’s innovative approach dealt with each of its concerns
is used daily and I efficiently and effectively at no extra cost to the College. As a result, Functional
Skills are now integrated into vocational courses, where they have been
believe that these
embraced and successfully delivered by tutors, both on campus and in
lessons have given the workplace, with an 81% success rate.
”
me the skills to The College has embraced the opportunity of using new technology, staff
understand the expertise, extensive staff development and learning spaces to implement
a sustainable, personalised, holistic and highly effective approach.
importance of it.
Allanah Takya –
hairdressing student
9. Awards for Leadership
and Quality Improvement
• Association of Colleges Award for Procurement,
Collaboration and Shared Services
• City & Guilds Award for Staff Development
• LSIS Award for Leadership of Innovation
in Curriculum Development
10. Awards for Leadership and Quality Improvement
Association of Colleges Award
for Procurement, Collaboration
and Shared Services
Procurement Unit, City of Bristol College
Delivering efficiency and sustaining prosperity
“
through partnership
This award recognises In 2009, City of Bristol College embarked on a project to improve efficiency
and celebrates the across the College through the removal of unnecessary and inefficient processes.
commitment of the College to
seek innovative alternatives The initial project aims were to:
which both improve current • Establish procurement as a shared service across the College
processes and benefit the
• Review and map all non-pay expenditure identifying critical risks
students.
and opportunities
Savings made, through more • Develop and implement a strategic plan for procurement activity
efficient purchasing, were
• Ensure the support of the wider College for procurement through
invested in frontline services
key stakeholder engagement
for students. The key to
• Ensure College compliance with all procurement legislation
success was collaboration
with each faculty within and internal financial regulations
the College to determine • Develop a centre of excellence for procurement within the College
possible savings. • Deliver savings of 3-5% through improved procurement processes
Thanks to the hard work of and procedures
the Procurement Team, this • Work with organisations with similar goals and values to achieve
accolade showcases again mutual benefits
that the learner is at the
In its first year of operation the Procurement Unit delivered savings
”
heart of everything we do
and we are delighted that of over £400,000. In 2011 the Procurement Unit delivered cashable savings
we have been given this of approximately £500,000.
prestigious award.
These savings, both in cash and non-cash efficiency gains, have provided direct
Keith Elliott, benefit to the College’s learners. This has been done by redirecting the resources
Principal saved to the delivery of front line services across the College.
11. Awards for Leadership and Quality Improvement
City & Guilds Award
for Staff Development
Quality Teaching, Learning and Performance Team,
West Nottinghamshire College
An innovative, encouraging and motivating approach
“
to personal and professional development
Being judged ‘outstanding’ by Ofsted in 2008 was only the beginning of West
When we first went Nottinghamshire College’s journey to achieve excellence everyday in equality
into the session and and diversity.
saw that the slide The College has developed an innovative approach to embedding equality
and diversity in every corner of the organisation – making it a topic embraced
said equality and
by staff and students alike.
diversity ... I thought
Called ‘Advance, Embed, Celebrate’, its equality and diversity scheme doesn’t
the session would
merely ‘sit on a shelf gathering dust’. Instead, it is a whole-organisation
be boring. It was culture that allows staff to develop their knowledge and understanding through
brilliant and really individualised training programmes supported by an online toolkit – featuring
hints, tips, coaching activities and resources – that act as a ‘one-stop shop’.
linked to what we
Furthermore, bespoke training programmes have been rolled-out to partner
were doing ... it made
providers, supported by mobile learning technologies including MP3 players,
”
everybody think Sony PSPs, DVDs and webinars – meaning the College’s approach to
of what we take excellence extends beyond its campuses.
for granted. Of the 1,564 staff accessing the training to date, 98% said it enabled them
to embed equality and diversity into their working practices.
Plumbing student
This innovative approach encourages staff to share initiatives, ideas
and resources – and take responsibility for their own continued personal
and professional development.
12. Awards for Leadership and Quality Improvement
LSIS Award
for Leadership of Innovation
in Curriculum Development
Transportation Department, South Birmingham College
“Learning is not TAXI’ng”
“
“Learning is not TAXI’ng” aims to increase the skills base of local taxi drivers
and improve their customer service skills.
As private hire In partnership with Birmingham City Council’s taxi and private hire car
licensing office and private hire car associations, the course has directly
drivers, we now feel
engaged with the city’s minority ethnic communities who have traditionally
that we have updated had little involvement with the formal education system in this country.
our knowledge and Over 2,000 local taxi drivers have received the Road Passenger Vehicle Driving
”
also learned new Level 2 qualification, being trained in areas such as customer service, disability
awareness and how to deal with emergencies, all with the aim of ensuring the
skills to improve
public have confidence in their local taxi company.
our services.
The initiative seeks to ensure it is accessible for all and particular attention is
paid to learners whose first language is not English. These learners are given
Abdul Afiez,
extra support and a classroom assistant. For those with low levels numeracy
Taxi driver and literacy, English and maths are embedded into the curriculum and
students provided with extra support from subject specific tutors.
The outcomes for the drivers have been improved literacy and numeracy
skills and increased self-esteem. Further afield, the project has contributed
to family and community learning, improved professionalism of the sector
and to the safety of passengers.
Many of the drivers who have completed this course have re-enrolled to
study literacy and numeracy at a higher level or have continued onto
a Level 3 qualification.
13. Awards for Responsiveness,
Partnership and Impact
• AoC Create Award for College Engagement with Employers
• AQA Award for College/School Partnerships
• Pearson Award for Widening Participation
to Lifelong Learning
• University of Southampton Award for 14-19
Widening Participation
• Welsh Government Award for Overcoming Deprivation
14. Awards for Responsiveness, Partnership and Impact
AoC Create Award
for College Engagement
with Employers
InnoTech Centre, South West College
InnoTech Centre
“
The InnoTech Centre is an exciting venture by South West College in
Northern Ireland. The aim of the Centre is to nurture and grow innovation
and technology in SMEs through high grade knowledge exchange and
The South West technology development. The focus of InnoTech is to provide practical technical
College provides solutions with an emphasis on the near-market development of new products
and processes. To date, InnoTech has delivered over 95 research and
outstanding support
development (R&D) projects with small companies which have generated
to local SMEs to help in excess of £4.3m for the regional economy.
them develop com- The InnoTech Centre was established in 2009 to meet the demands of business
mercially viable prod- in the region that required technical expertise and know-how to bring
innovative ideas through to fruition. InnoTech employs a team of 15 scientists,
ucts and services in
technologists and engineers, and has taken a multi-disciplinary approach,
the core areas of elec- providing industrial knowledge transfer and R&D services to industry in the
tronics and software, areas of design, renewable technologies and electronics and software. This range
of specialisms is unique to the InnoTech Centre and enables the team to deliver
industrial design and
on a wide range of innovative projects. These include mechanical design of
sustainability; many engineering machinery, development of mobile apps and consultancy on a
wide range of renewable energy installations including wind turbines,
of these businesses do
hydro systems and energy from waste.
”
not have the capac-
ity to undertake this
work on their own.
Innovation Fund
Evaluation, FE
Inspection, April 2011
15. Awards for Responsiveness, Partnership and Impact
AQA Award
for College/School Partnerships
Curriculum and Technology Team, South West College
STEM Centre
“
The STEM Centre at South West College in Northern Ireland is a specially
designed contemporary teaching facility and exhibition space focused
exclusively on delivering educational and instructional activities in the areas
The impact of the of Science, Technology, Engineering and Maths (STEM). The Centre is designed
programme outside to bring a ‘wow’ factor to STEM education and to date has generated impactful
learning experiences for over 4,000 pupils from some 50 schools across Northern
the College in
Ireland. Located at the College’s Dungannon campus, the 350m2 facility is the
promoting an interest only dedicated, purpose-built STEM Centre of its kind in the UK and Ireland.
”
in STEM courses The stylish and relaxed environment is designed to capture and attract the
and careers is imagination of young people and promote interest in the vast range of career
paths and options available. The facility and its activities have been developed
significant.
in partnership with international STEM specialists and industry representatives
and the Centre offers a unique platform for employers to lead, engage with and
Independent
shape the next wave of skilled workers.
evaluation of
The multi-purpose Centre is fitted with state-of-the-art equipment including:
STEM Activities,
• A fully immersive theatre featuring 3D projection and surround sound
FE Inspection,
January 2011 • 30 iPads loaded with educational applications
• A laboratory with multi-purpose, custom-built workstations for
practical sessions
• Multimedia Studio equipped with 10 pod-style workstations
16. Awards for Responsiveness, Partnership and Impact
Pearson Award
for Widening Participation
to Lifelong Learning
Humanities and Social Science Team, Ruskin College
Engaging vulnerable people
“
Ruskin College’s clear mission is to provide educational opportunities to
disadvantaged adults. This project engages ‘hard to reach’ individuals with
complex needs. Most struggle with low self-esteem, limited social and
My self-esteem has employability skills and negative learning experiences. Ruskin College
”
improved a lot, I feel enables them to achieve through innovative, imaginative and individualised
teaching and learning.
more grown up and
Classroom teaching promotes social inclusion and employability; embedded
less isolated.
within the curriculum, learners develop soft skills, e.g. working with others
Student and moving towards integration within the wider community. This is
transformative, helping to improve self-esteem and to realise potential,
changing their perspectives on life.
Tutors assist the transformational process, taking a holistic approach: acting
as mentors, questioning behaviours and attitudes, empathising with learners’
situations and attending partnership events. ‘The close working relationship
with the teacher has been invaluable; she has encouraged clients to continue
with classes. The outcomes have been amazing’.
Education becomes a positive experience, encouraging learners to invest
in their futures by taking responsibility for their own learning. The
confidence engendered can lead to employment, re-building relationships
and to considering further study to build on their learning. ‘I am on the
road to success now!’
17. Awards for Responsiveness, Partnership and Impact
University of
Southampton Award
for 14-19 Widening Participation
13-16 Centre, South Birmingham College
South Birmingham College Pre-16 Academy
“
The pre-16 Academy provides full or part-time education for young people
for whom mainstream education is not appropriate, many of whom are
disaffected and vulnerable young people.
I am proud of myself
The Academy accepts the most challenging of young learners on a full-time
because I have turned
basis, including those who have been excluded from school, are school
my life and I am now refusers, have been bullied or who are new to the area and unable to gain
a school place. In addition, over 300 young students attend on a part-time
going off to university
basis whilst still in full-time school-based education.
and then on to
The opportunity to supplement traditional GCSE learning with vocational
bigger and greater
qualifications in areas such as motor vehicle, construction and catering
things which I could provides these young people with broader future opportunities, and the
not have done vast majority continue in education at a College or sixth form after school.
without the help Students at the pre-16 Academy are all allocated a mentor, who is available
to provide support in and outside the classroom. Students also benefit from
”
and support from
small class sizes and lessons outside the formal setting of a school helps
tutors and staff these young people respond positively and has resulted in over 95% of
at pre-sixteen. them progressing to further study.
Working with partners across the city of Birmingham and the surrounding
Cordell Jeffers, areas, the Academy delivers courses that directly meet the needs of this age
student group, and that helps to put young students on the right path for future
employment, training and education.
18. Awards for Responsiveness, Partnership and Impact
Welsh Assembly
Government Award
for Overcoming Deprivation
Learning/Learner Services Department, Cardiff and Vale College
Entry to Vocational Studies
“
South Wales’ Cardiff and Vale College has worked in partnership with Social
Services and Careers Wales to design the award-winning Entry to Vocational
Studies (EVS) programme. This innovative personal development programme
The staff and provides young people from deprived backgrounds with the opportunity to
Principal have been develop their vocational skills and basic skills.
incredible in opening The EVS programme focuses on vocational areas such as automotive,
hairdressing, beauty and retail with additional individual tutorial support
the doors to some of
each week. The flexible nature of the curriculum has been tailored to the
the most challeng- needs of the learners.
ing young people and
The shared vision and collaborative arrangements between the College and
providing bespoke its partners including: Morrison Supermarkets PLC, The Celtic Manor Hotel
support and learning and Resort and WE DOWDS Shipping, raises the aspirations and confidence
levels of the learners so they can progress onto further study or employment.
opportunities to help Each partner has given time, resources and support by providing a variety
break down barriers, of opportunities for the learners to develop in the workplace and gain
employability skills.
raise self-esteem and
confidence and inspire The course runs over 38 weeks, with roll-on monthly entry for young
”
people. Learners progress to Level 1 courses or onto employment.
these young people This year, the programme has expanded to take up the high level
to achieve their of need in this particular area.
full potential.
Shirley Rogers,
Careers Wales
