our learning philosophy in action

FURTHER THAN EDUCATION

BRAINMOTIVATIONEMOTIONSOUR LEARNING PHILOSOPHY IN ACTION

WELCOME TO ACTIVATE LEARNING01

Welcome to Activate LearningWe are a pioneering education group, with a mission to transform lives through learning.

Our group comprises secondary, further and higher education, an international division, apprenticeships, business training, consultancy and online learning.

We empower people to go further in learning and in life, by recognising their uniqueness and by providing environments which develop confidence and raise aspirations.

We build relationships with learners, experts in learning and business leaders to co-create curricula and build industry-relevant career pathways.

Our focus on enterprise and entrepreneurship means that our learners develop real-life business skills that give them the edge in a competitive jobs market.

At the heart of it all is our learning philosophy.

This is rooted in an understanding of how the brain, motivation and emotions work together to impact on learning. We use this knowledge to create learning environments which empower learners to become highly-skilled, employable and resilient, with the curiosity and persistence required to succeed.

In the first part of this guide, you will learn more about why these three elements are at the heart of our teaching and learning practice.

In the second part you will see how we put our philosophy into action, with case studies from across the group.

Sally Dicketts, CBE Group Chief Executive Officer Activate Learning

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INTRODUCING OUR LEARNING PHILOSOPHY

We understand how people learn best, and how to work with every individual to remove traditional barriers to learning. Our expertise in the field of neuroscience means that we understand the limitless capacity of the brain. We also recognise that emotional intelligence and a sense of purpose are essential for learners to fulfil their potential.

Our learning philosophy is summarised like this:

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BRAIN MOTIVATION EMOTIONS

Developing my knowledge, skills and attributes

Understanding the purpose and relevance of my

programme

Learning within a safe and secure environment which

encourages me to take risks and grow

» Main qualification » Embedded English and

mathematics » Professional qualifications » Employability skills required

by industry » Digital literacy » Learning cycle » Six-week pulse points for

review, stretch and challenge

» Career pathways shaped by employers

» Career coaches provide coaching and mentoring

» Focus on live briefs and project-based learning

» Realistic working environments and learning companies demonstrate relevance and impact

» Work experience/work bursts » Experiences of work

embedded within the main programme

» Co-creation of curricula, including cross-curricular long projects, ‘adopt a unit’ and one-off employer-led projects

» Mindfulness techniques build curiosity and resilience

» Learning companies provide a safe environment in which to practise

» Coaching builds self-confidence

» Learning zones promote independent learning skills

» Developing student mindset through induction and tutorials

TRANSFORMING LIVES THROUGH LEARNING

OUR LEARNING PHILOSOPHY DISCOVER HOW OUR LEARNING PHILOSOPHY IS EMBEDDED WITHIN THE CURRICULUM AND ITS IMPACT ON THE LEARNER

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BrainYou may have heard the saying ‘you are what you think’.

Neuroscience has demonstrated that the capacity of our brains is limitless. And yet we often limit our own learning because we focus on what we think we can’t achieve.

Learning is all about making and deepening neural connections.

Imagine you’ve set your sights on becoming a top-class athlete. The more you practise and build your muscles, the faster and stronger you will become. This is because the more we exercise, the more our muscles grow and develop. The brain works in a similar way, and the more we use it, the better it will become at learning new things.

We understand that our learners need to develop good learning habits, and set aside those which can adversely affect their learning.

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THE BRAIN IN ACTION

At Activate Learning, this means we:

– help people to develop good independent learning skills by using technology, project-based learning approaches and independent learning zones

– understand that to learn means being able to listen. Through The Edge tutorial framework and project work, we teach learners how to have listening conversations. This enables them to become highly attuned to the thoughts and feelings of others

– work closely with employers to identify the technical and soft skills that they require in their workforce. We ensure these are an integral part of all our learning programmes

– recognise the essential nature of English and maths as employment and life skills. English and maths are embedded across our

curriculum and taught in ways that are relevant to future career pathways

– structure our learning programmes around a six-week pulse, which provides space for learners to reflect and stretch newly acquired skills and knowledge

– follow the learning cycle model (shown below) in our lessons. The learning cycle begins a learning session by creating a supportive, emotionally safe learning environment for learners. This helps them prepare for and take ownership of their learning, as well as make connections between topics and reflect on what they have learnt. The nature of the learning cycle provides opportunity for ongoing evaluation and application

THE LEARNING CYCLEConnect:• activity which connects this session to what has gone before

Share:• lesson structure • the outcomes or key

questions in a meaningful and relevant way

Throughout the session:• check students’ learning• focus upon recording of learning• emphasise and promote HOTS

(higher order thinking skills)• refer to the outcomes, especially

where the outcome of an activity means learners have achieved

ensuring physical and psychological safety, sharing learners’ work

Present new information skills via:• a variety of stimuli and teaching strategies divided

between teacher and learner

Apply:• students apply the new knowledge and skills. This demonstrates their understanding to themselves and to others

Recall and review:• for retention and learning• to cement lesson structure

Create a supportivelearning environment

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MotivationSo if our brains are capable of learning anything and everything, why don’t we?

The answer is that we often lack the motivation. If we can’t see the value of learning something new, we are unlikely to put in the effort required.

To help people learn, we need to demonstrate the purpose, relevance and impact of skills and knowledge. And if someone can’t put what they learn into practice straight away, we need to help them see the bigger picture, so they can sacrifice short-term pain for long-term gain.

Practice is central to success, and we know that mastery is only ever achieved after 10,000 hours of practice. We help learners to develop the grit, determination and patience to persevere, as well as empower them to have autonomy over their learning.

GOOD USE IS MADE OF GUEST SPEAKERS TO SUPPORT THE DELIVERY OF THE PROGRAMME. RECENT SPEAKERS INCLUDE STAFF FROM MARKS & SPENCER’S, SYNGENTA AND THE NHS.”

Pearson Standards Verifier, Higher National Computing and Systems Development

MOST CURRICULUM TEAMS COLLABORATE WELL WITH EMPLOYERS TO PROVIDE WORK EXPERIENCE FOR LEARNERS OR GUIDANCE ON THE SKILLS THEY WANT THE COLLEGE TO TEACH. FOR EXAMPLE, IN A READING LOCAL CARE HOME, MANAGERS HELP TEACHERS PLAN THE COURSES AND OTHER EMPLOYERS ADVISE ON THE UNITS TO BE TAUGHT IN HOSPITALITY AND PUBLIC SERVICES.”

Activate Learning Ofsted inspection report 2014


MOTIVATION IN ACTION

We engage employers in designing our curriculum so that learners can see the relevance and impact of their programmes while helping to reduce skills gaps between education and employment. This includes:

– hairdressing delivered in partnership with an external commercial hairdressing provider

– performing arts delivered in partnership with Reading Rep at Reading College and The Mill Arts Centre at Banbury and Bicester College

– vehicle restoration backed by the Federation of Historic Vehicle Clubs, Bicester Heritage, MG Car Club and McGrath Maserati

– early years delivered in partnership with The Co-operative Childcare at City of Oxford College

– games design and development at Banbury and Bicester College taught in partnership with award-wining interactive software developers Ragtag Developments Ltd. The partnership provides teaching and work experience opportunities

– staff from a range of companies including Marks & Spencer regularly coming in to speak to learners, providing a unique insight into working for their chosen industry

As part of the Gazelle Group of Colleges we have developed the innovative learning company model which immerses learners in commercial environments as they train. Our learning companies include:

– The Oxford Lifestyle Centre, featuring a health and fitness gym, hair and beauty salons and a cafe

– Studio X1: A professional media production company, providing video solutions to clients in the not for profit, sport, business and education sectors

– Reading Studio of Dramatic Art: An employment-focused theatre studio for talented, emerging performance artists. It is run in partnership with Reading Rep, a commercial drama and performing arts company

– The Cherwell Learning Company, which operates the catering outlet for over 100 businesses at Bloxham Mill, a north Oxfordshire business centre, as well managing the catering at Banbury and Bicester College’s cafes, canteens and restaurant

– TeamworX: Outward bound team-building activities for companies and schools, run by public services students at City of Oxford College

USING TRIPS, SUCH AS OUR CHILDCARE LEARNERS’ RECENT TRIP TO POLAND, HELPED DEVELOP A CROSS CULTURAL UNDERSTANDING OF DIFFERENT CURRICULA. THEY WERE ALSO ABLE TO REFLECT ON COMMUNICATING WITH CHILDREN AND ADULTS FOR WHOM ENGLISH IS NOT THEIR FIRST LANGUAGE, HELPING THEM DEVELOP THEIR INTERPERSONAL SKILLS.”

Alan Dunkley, Faculty Manager, Banbury and Bicester College

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EmotionsHave you ever tried to learn a new skill, such as speaking a foreign language or ballroom dancing?

Learning something new is exciting and fun, but it can be challenging, too. It often means stepping outside your comfort zone and taking risks. To do this, our learners need to feel safe and secure in the learning environment.

Often the biggest barriers to learning are our self-imposed limitations and feelings of inadequacy. We may have had a negative learning experience in the past, which means that as soon as we enter familiar territory we have that ‘here we go again’ feeling, and the emotional roadblocks immediately go up.

We create learning environments where people are actively encouraged to take risks and learn from their mistakes in a safe and supportive environment.

We listen to what our learners tell us about their learning habits, help them to believe in themselves and focus on their strengths. We help them to develop emotional resilience so that they can pick themselves up and try again as they move forward on their road to success.

THE STATISTICS ARE CLEAR: 65% OF PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) SAID THEY WOULD LIKE TO BE IN WORK, BUT ONLY 7% ARE ACTUALLY WORKING. SUPPORTED INTERNSHIPS ARE A GREAT WAY TO HELP YOUNG PEOPLE GET THE EXPERIENCE AND SKILLS THEY NEED TO GET A PAID JOB, HELP THEM DEVELOP THEIR INDEPENDENCE AND INCREASE THEIR EMOTIONAL WELLBEING.”

Melanie Christianson, Work Experience Coordinator for Foundation Studies at City of Oxford College


EMOTIONS IN ACTION

At Activate Learning, this means that:

– our learning companies provide safe but realistic working environments where learners can practise their skills and build confidence

– mindfulness techniques help learners to build resilience and let go of the things they can’t control. Learning coaches provide support and coaching to help them make the most of their learning

– learning zones, equipped with learning technology, provide spaces for independent study and group work, where learners develop independent study skills

– The Edge tutorial framework develops approaches to solving problems by challenging traditional – and sometimes engrained - ways of thinking

– we run specific programmes to support those with additional learning needs. Our cross-group supported internship programme helps young people with Special Educational Needs and Disabilities (SEND) gain the employability skills they need to get on in the workplace

TEACHERS PLAN INNOVATIVE ACTIVITIES THAT DEVELOP LEARNERS’ ENTREPRENEURIAL AND EMPLOYABILITY SKILLS WELL. MANY VOCATIONAL AREAS HAVE SET UP ‘LEARNING COMPANIES’ THROUGH WHICH STUDENTS DEVELOP VOCATIONAL SKILLS. A VERY HIGH NUMBER OF LEARNERS ARE GAINING VALUABLE ENTREPRENEURIAL AND EMPLOYABILITY SKILLS THROUGH THESE. FOR EXAMPLE, LEARNERS ON COURSES IN INDEPENDENT LIVING AND LEISURE SKILLS RUN A SHOP AT TWO COLLEGES, AND PUBLIC SERVICE STUDENTS RUN A WEEKEND CAR PARKING PROJECT.”


IMPACT AND EVIDENCE

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BRAINTeams from across the Activate Learning colleges are seeing the impact of embedding the learning philosophy in the delivery of teaching and learning.

Here, six teachers share their experiences.

Enda McBrien, Plumbing

“The learning philosophy provides teachers and students with a shared rationale and a reason for learning. It allows students to think more clearly about a wide range of issues. Since using this framework, my students have become a lot more self-reliant and motivated in their learning and have a sense of their future career plan.

Last year our retention was at 69% for Level 1 and 66% for Level 2 programmes. This academic year we are at 90% retention for Level 1 and 84% for Level 2. Attendance figures have also increased dramatically.”

Fran Miller, LLDD

“I teach maths to young people with emotional, behavioural and learning difficulties. It is so important to improve the students’ view of maths. They’ve often had bad experiences at school and think they can’t do maths at all. I want them to believe in themselves - to feel safe and confident enough to make mistakes and to be willing to learn from them.

I try to make maths fun to break down the barriers. We learn to use maths in lots of different everyday contexts to make it relevant. By using the same skills in different contexts, students get to practise things they are already familiar with, and gain confidence in using these skills.”

Katia Cole, Foundation Learning

“This year I have worked with groups of foundation level learners on a unit called Developing Personal Learning Skills. Part of this unit includes understanding what we need to do in order to learn. This has included facts about the brain and exploring how synapses and neurons work to pass information and make links to existing knowledge.

We have also looked at motivation theories such as Maslow’s hierarchy of needs. Learners have created their own hierarchy of needs and used this to set their own personal targets for learning. This is supported by 1-1s to discuss how learners are managing their emotions.”

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Mara Simmons, Teacher Training

“Brain, emotion and motivation are the driving forces for my planning and delivery. I hope to model the learning philosophy so that my students – trainee teachers - are able to replicate it. Within lesson plans I try to acknowledge how these different elements are being addressed and in what ways we can support the learners in their own development.

Having a learning philosophy that incorporates the whole learner, even in adult education, helps to balance academic rigour with the required motivation and emotional connection. It seems that it helps learners to come together as a more cohesive community. Within this community we are able to stretch our brains and use opportunities to apply learning to current practice. The community motivates one another to achieve through peer edits, group presentations and action research.”

Stacie Cousart, Foundation Learning

“The Learning Philosophy is part of the plan from day one. During the on-boarding process I share my schedule or plan of the day for students to see. This decreases students’ anxiety, enables them to tick off objectives as they are achieved and allows them to see progress. I complete learning checks regularly, link tasks to vocational areas to improve motivation and make ongoing references to work expectations and employers.

My approach is to start small but be realistic; setting challenging tasks that build trust and confidence. Having students participate in target setting gives them ownership and empowers them in confidence and academic skills. I find this philosophy is natural to me. Students need to see you make mistakes and know that it is ok to not be able to do something – this has positively impacted our retention and success.”

Deborah Smirfitt – Activate Enterprise

“I use our learning philosophy in my planning – cross referencing the different elements with the criteria for student assessment. Motivation is key. For some of my students, written work is difficult, so I make sure we embed practical demonstrations in the assessment. This builds confidence and encourages them to produce good work.

I use a coaching style to help them recognise what they can achieve. Once they can see that they are making progress it maintains their motivation. The learning philosophy has encouraged me to draw on new teaching techniques to engage all learners and help them achieve.”


INCREASING INDEPENDENCE

Our approach to working with learners with learning difficulties and disabilities has been recognised as outstanding by Ofsted.

Key to our work is effective partnerships which equip learners to access and sustain meaningful employment and achieve independence.

The LLDD team at Reading College is adept at tailoring learning programmes to meet the very individual needs of these learners, with a clear focus on their personal goals.

The work starts before learners arrive within the college, supporting transition from as young as 14. Once at college, the team provides a broad programme which develops English and maths, communication and independent living skills and which offers work placements with up to 200 local employers.

Learners are encouraged to self-assess soft skills, rating themselves against criteria which can be tracked and monitored and which prompt new learning activities. A focus on enterprise helps

learners to build confidence in a safe space. This includes an on-campus shop, horticultural service and a popular egg delivery scheme.

For the last five years the team has worked with Royal Berkshire Hospital on Project Search, which prepares learners to access a range of roles within the hospital and supports them to move into permanent employment on completion.

This combined approach is translating into excellent outcomes. According to leading disability charity Mencap, just 7% of working age people with learning difficulties who want to work are in employment.

By comparison, our work with Project Search results in between 68 and 88% of learners moving into paid work on completion. A further project with supported employment provider Optalis, which carves out roles suitable for learners with disabilities and supports them in their journey, results in more than 90% accessing ongoing paid work.

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PASS IT ON - AN AWARD-WINNING APPROACH TO STAFF DEVELOPMENT

In 2015-16, Pass It On won the Association of Colleges Beacon Award for Staff Development. The scheme was also shortlisted in the TES FE Awards in the category ‘best teaching and learning initiative’.

Pass It On, developed by teams at Reading College, is a bottom-up, staff-led approach to professional development rooted in the belief that everyone has a skill they can share. The programme encourages teams to share their own skills and expertise with peers, through informal events and via an online hub where staff can offer tips and resources.

Over the last three years Pass It On has grown to include an annual teaching and learning conference, attended by practitioners from schools and colleges, and initiatives including regular open classroom weeks. The ethos of Pass It On is to provide an emotionally safe and secure environment where staff can take the risks required to expand skills and knowledge.

Amongst the impact:

– Pass It On contributed to a 5% increase in success rates in just one year

– Lesson observations judged to be grade 1 (outstanding) have doubled since Pass It On began - from 9% in 2012-13 to 18% in 2014-15

– Retention in one curriculum area where team members actively engage in Pass It On has risen from 80% to 93.5%.

Our approach to developing the tools and techniques used by teachers was recognised by Ofsted in its inspection in 2013. The report found that:

A subsequent inspection by the British Council in the same year noted:

Commenting on the scheme Catherine Bush, Head of Projects at the award sponsor, City & Guilds, said: “(Pass It On) is an inspiring example of a programme that provides a wide range of development opportunities and support for staff in creative and innovative ways. The programme reinforces the importance of the capability, motivation and commitment of staff in delivery of high quality teaching and learning.”

TEACHERS MOTIVATE LEARNERS WELL THROUGH A WIDE VARIETY OF ACTIVITIES WHICH DEVELOP LEARNERS’ INDEPENDENCE AND SUCCESSFULLY EXTEND THEIR KNOWLEDGE, SKILLS AND UNDERSTANDING. MOST CLASSROOMS AND WORKSHOPS BUZZ WITH ACTIVITY AS LEARNERS DEVELOP THEIR KNOWLEDGE AND COMMUNICATION SKILLS IN WELL-PLANNED DISCUSSIONS.”


STAFF REPORTED THAT THEY HAD EXCELLENT HELP AND GUIDANCE FROM COLLEAGUES AND THAT THERE WAS A STRONG PROFESSIONAL DEVELOPMENT FRAMEWORK IN PLACE TO DEVELOP THEIR SKILLS. THERE WERE OPPORTUNITIES FOR SUBJECT SPECIFIC DEVELOPMENT AND FOR THE SHARING OF IDEAS, MATERIALS AND GOOD PRACTICE.”

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TECHNOLOGY CAMPUS TO MEET REGION’S SKILLS NEEDS

Over the last year we have been developing an £8m STEM centre, supported by the Local Enterprise Partnership.

The new Technology Campus will help to meet the region’s growing training needs in construction and engineering.

Employer partners, including Beard Construction, Laing O’Rourke, Land Securities, Peter Brett Associates LLP and Skanska have been central to the design and delivery of the new curriculum at the centre. This has led to the launch of new, employer-led projects that are inspiring students across the group to develop new skills.

In the first of these projects, construction students at City of Oxford College were tasked with developing designs for a new road junction as part of a major city redevelopment. This project was set by Skanska UK – the main contractor responsible for the council’s highways project – and required

students to consider traffic flow and capacity, future planned development and provision for non-motorised users. Teams presented their recommendations to the Skanska Board for review and approval.

In the second project, Beard Construction has been working with HND Construction and the Built Environment students at Reading College. The students were invited to work in teams on a brief to create a pre-construction tender package for a new science park building. This £5m project is currently on site and the project enabled students to learn more about planning, pricing and construction principles in a live context. The project was run as a competition, with the winning team being selected by Beard.

MOTIVATION

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UNIVERSITY-LEVEL PROGRAMMES RECOGNISED FOR STUDENT EMPLOYABILITY

University-level programmes at Activate Learning have been recognised for preparing students for future careers.

The Quality Assurance Agency for Higher Education (QAA) highlighted student employability as a key strength in its review of the group’s offer.

The QAA report follows a standard review at Activate Learning’s colleges in autumn 2015.

The report finds:

The QAA is an independent body which exists to monitor and advise on standards and quality in UK higher education. The body helps to ensure that students working towards a UK qualification get the higher education experience they are entitled to.

Higher education programmes at Activate Learning include career-focused foundation degrees, BA (Hons) top-ups and HNDs and HNCs in subjects such as: policing, furniture design and making, creative arts and design, motorsport engineering, computing and construction.

EMPLOYABILITY IS CENTRAL TO ACTIVATE LEARNING’S STRATEGIC PLAN 2014-18 AND IS DEMONSTRATED IN PRACTICE BY A PORTFOLIO OF VOCATIONALLY FOCUSED PROGRAMMES WHICH INCORPORATE SOME ASPECT OF WORK-RELATED, WORK-BASED LEARNING OR PLACEMENT THAT ARE DESIGNED TO PREPARE STUDENTS FOR THE WORLD OF WORK.”

ACTIVATE LEARNING HAS STRONG LINKS WITH EMPLOYERS AND TEACHING STAFF PROVIDED EXAMPLES OF HOW THEIR EXPERIENCE AND LINKS WITH INDUSTRY SHAPED THE STUDENT EXPERIENCE AT PROGRAMME AND MODULE LEVEL.

STUDENTS ARE POSITIVE ABOUT HOW THEIR STUDIES ARE PREPARING THEM FOR EMPLOYMENT AND/OR FURTHER STUDY. ACTIVATE LEARNING HAS MANY MODULES THAT ARE DESIGNED TO DEVELOP EMPLOYABILITY SKILLS, FOR EXAMPLE THROUGH ENGAGEMENT IN ‘LIVE’ PROJECT BRIEFS SET IN COLLABORATION WITH EXTERNAL COMPANIES AND ORGANISATIONS.”

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EMPLOYER PROJECTS: UTC READING

Young engineers from UTC Reading have been exploring new ways of using ‘big data’ to improve daily life.

The students were set the challenge by Peter Brett Associates LLP, a leading development and infrastructure consultancy which is also one of the school’s lead industry partners.

Since September 2015, 350 students have been working in teams to develop new ideas that rely on big data – a term that refers to large and complex data sets – to improve services in UK cities. Interactive transport and virtual carers were among the ideas suggested.

Students have been mentored throughout the project by professionals from Peter Brett Associates, Prudential and the University of Reading.

Representatives from these organisations, as well as from Thames Valley Local Enterprise Partnership, were tasked with judging the final projects at an Engineering Ideas Fair held at the school.

Martin Dix, Partner at Peter Brett Associates and one of the judges, said: “The winning team, FRED (Fast Response Emergency Drones) was chosen for the enormous amount of effort they put in; their research, their development work and their marketing. It was a creative idea with a huge amount of benefit.

“Our work with UTC Reading’s students is hugely rewarding and it has been a privilege to see a group of talented youngsters produce such a high-calibre series of ideas.”

Joanne Harper, UTC Reading Principal, said: “With the continuing growth in smart technology applications, this project aimed to encourage students to think creatively about developing new ways of collecting and using big data.

“It provided an important opportunity for our students to experience a real-world industry project and consider how their technical skills will transfer to their future careers.”

LEAD INDUSTRY AND ACADEMIC PARTNERS

Lead sponsor

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WE ARE PAIRING OUR PARTNERS UP WITH BTEC MODELS TO BRING THE INDUSTRY RIGHT INTO LESSONS, WITH PARTNERS SUPPORTING DELIVERY AND ASSESSMENT. WE ARE ALSO PROVIDING LEARNERS WITH SHORT-BURST PROJECTS, SPONSORED BY OUR PARTNERS, TO GIVE THEM MEANINGFUL ACCESS TO INDUSTRY RESOURCES. AND WE RUN BIG SCHOOL-WIDE PROJECTS, WITH BRIEFS PROVIDED BY INDUSTRY PARTNERS.”

Joanne Harper - Principal, UTC Reading

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EMPLOYER PROJECTS: UTC OXFORDSHIRE

UTC Oxfordshire, the second university technical college to open as part of the Activate Learning group, welcomed its first pupils in September 2015.

The school follows a curriculum specialising in science and engineering, designed to meet the needs of employers in the region.

Since September, students have been engaging in employer-led projects that develop the technical and soft skills required by industry.

These include:

• A whole school challenge run by Culham Centre for Fusion Energy (CCFE). The challenge is made up of two parts, the first of which is a communication task to educate primary school children about nuclear energy. Students were tasked with finding ways to engage Year 5 students and explain complex ideas in simple ways using interactive resources. The second part of the challenge will see students design and build a robot to lift a tile and place it accurately on a peg.

• A design project for MINI. Year 10 students were invited to create a new dashboard for the next generation MINI, while Year 12 students were tasked with designing the car’s steering wheel. Both projects involved students in balancing design fundamentals with cost, safety and manufacturing feasibility. All teams presented their designs to a panel of judges from MINI Plant, Oxford.

LEAD INDUSTRY AND ACADEMIC PARTNERS

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CENTRE OF AUTOMOTIVE EXCELLENCE BECOMES NEW HOME OF INDUSTRY TRAINING

A scheme to train the next generation of historic vehicle restorers has been given new impetus with a move to the UK’s first centre dedicated to the industry.

Activate Enterprise and Banbury and Bicester College became the first providers to launch an apprenticeship and full-time course in historic vehicle restoration in September 2014.

In summer 2016 the programmes moved from the college’s Bicester campus to Bicester Heritage, a centre dedicated to the restoration, storage and enjoyment of vintage and classic cars, motorcycles and aeroplanes.

It means that apprentices and full-time students will learn at the RAF’s former Engine Test House, located within the UK’s best preserved World War 2 bomber training station, surrounded by employers and other specialists from the industry.

Not only is this boosting the motivation of apprentices to learn and achieve, but it is enabling them to build vital industry contacts and relationships.

The historic vehicle restoration apprenticeship was launched by the Federation of British Historic Vehicle Clubs (FBHVC) following research which identified a future skills gap in the industry.

The UK market for vehicle renovation in the UK is estimated at £4.3bn per annum and employs around 22,000 people. But with nearly half of these aged 45 and over, businesses are expected to need up to 150 apprentices every year for the next five years to protect the future of the industry.

In 2016 the historic vehicle restoration apprenticeship was shortlisted in the TES FE Awards, in the apprenticeship programme of the year category.

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EMOTION

OVERCOMING THE FEAR OF MATHS

The Bicester School, an academy sponsored by Activate Learning, has been helping students to overcome the fear of maths with a walking and talking mock exam.

Students about to take their GCSEs were able to experience an exact run through of the maths exam, with the school’s head of maths talking them through every step.

The exercise included entering and organising them in the exams hall, running through information at the start of the paper and ensuring they had all the equipment they needed.

Together the students then ran through a mock paper, including guidance on how to read and interpret each question and hints and tips on how to break down problems under pressure.

The talking mock included information on the marks available for each question, grade boundaries and how to check for errors before leaving the exam hall.

The event took place on a Saturday, with a large number of students giving up their free time to prepare mentally and emotionally for the big day.

MAKING MATHS WORK

The Activate Learning colleges have been working with Siemens, the largest engineering company in Europe, to develop new approaches to teaching maths.

Forming part of Siemens’ Corporate Social Responsibility programme, the project aims to overcome learners’ inherent fear of maths and improve attendance at lessons.

Siemens staff held focus groups and surveys with learners, before developing recommendations for shorter, more frequent lessons.

The team also worked with our in-house marketing team to develop a ‘making maths work’ document to help learners see the relevance of maths in real life work contexts. The booklet included simple, relevant maths questions to help boost confidence.

In association with


EMBEDDING MINDFULNESS IN LEARNING

Over the last two years we have been exploring the uses and benefits of mindfulness in learning.

In 2016 we ran a project to test its impact with two core strands - an eight-week Introduction to Mindfulness Course and Mindfulness Multi Tool; a series of standalone activities that develop essential skills and which can be incorporated into any curriculum by any staff.

The Introduction to Mindfulness course was piloted with students at Reading College. The course provided students with tools and exercises that are useful in handling stress, tackling anxiety and building resilience.

The Mindfulness Multi Tool initiative was introduced to groups of teaching staff at Reading College and City of Oxford College and is being used closely with the Teaching Essentials programme for teachers in the early stages of their career.

We used three metrics to help measure the impact of the introductory course:

1. Psychological well being of the students

2. Academic success

3. Attendance levels

Psychological well being was measured via a self evaluation, taken before and after the course. This asked respondents to rate themselves against indicators including feelings of optimism, relaxation, confidence and cheerfulness. The average overall response across the group returned a 0.57 improvement.

This represented a significant positive shift against every wellbeing criteria tested. The largest overall changes came in areas such as “feeling relaxed” and “feeling cheerful” but also in areas such as “dealing with problems” or “being interested in new things”. This suggests that mindfulness has a positive impact on academic skills and abilities.

To measure academic performance we spoke with teachers of the students, most of whom did not know their students were taking part. Teachers were asked to rate the students from 1 to 5 (with 5 being the best) as to how they had improved over recent weeks across indicators including conduct, engagement, standard of work and levels of happiness/well being. The average response was 3.47.

Impact on attendance was still being gathered at the time of going to print with this case study.

Following the success of the pilot, the course has since been rolled out to further groups at Reading College and City of Oxford College. There are plans to extend it further still, as well as plans to extend the Mindfulness Multi Tool approach.

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DEVELOPING STUDENT MINDSET

The three elements of our learning philosophy - brain, emotions and motivation - have formed the basis of a pilot programme in developing student mindset.

The programme was designed by the Activate Learning Coaching and Mentoring Manager and delivered to around 100 participants, over two terms, in each of the group’s three colleges. A further programme was run for 100 students at UTC Reading.

Six sessions covered the brain, thought processes, emotions, motivation and behaviour and how these aspects can affect learning in both positive and negative ways.

The aim was to help students understand the role of these three vital elements for effective learning and how they could use their awareness to improve performance.

An evaluation of the first pilot programme found a positive impact in relation to student performance and motivation, as measured by pre and post course mindset scores, student and teacher perception.

We are now using the programme’s content as part of the induction for all new Activate Learning learners in 2016-17. As such it will become a central pillar of students’ development as they embark on a main programme with us.

Me, Myself and I

‘Me, Myself and I’ was developed by teams at Reading College to support learners in understanding their emotional development and responses.

The project also aimed to help tutors understand the emotional context to learning and recognise its role in achieving motivation.

It was developed as part of a move to improve student retention in key programme areas, and was born out of a realisation that too few staff understood why students failed to complete their programme.

The project, which was delivered through tutorials, offered learners a variety of learning activities including family meetings, online surveys and interactive group work.

Following an initial pilot the programme has been adopted for the last two years by teachers in health and social care and childcare at Reading College. ‘Me, Myself and I’ has delivered real impact on retention and success in these areas. Health and social care has seen a 20.1% increase in success over the last three years. Early years has reported a 4.3% increase in success over the same period.

The programme is now being rolled out across these areas in all three group colleges, as part of the new faculty structure launching summer 2016.

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Alison Brodie - fashion

Alison Brodie’s love of fashion has taken her on an exciting journey over the last few years. From learning all about the fashion industry at college, she’s now working in the industry internationally, as backstage manager for a fashion company.

Alison first came to City of Oxford College after trying A-levels at school, an experience that she didn’t enjoy. She chose the Extended Diploma in Fashion because she wanted to gain the necessary skills and knowledge to get a career in the fashion industry. Alison was also keen on studying in a more adult environment such as college, because “it gives you the most effective independence, and opens up a number of interesting opportunities.”

The Extended Diploma in Fashion was pivotal in helping Alison gain an understanding of all elements of the fashion industry, from practical skills such as pattern cutting to technology and design: “For my type of work, I need to understand the designers’ garments. With the knowledge I now have about fitting and sewing, I can point out when a garment needs extra work, or if it can be used in a more original way to create a more effective runway show.”

Alison is currently working as Backstage Manager for Oxford Fashion Studio, where she produces runway shows for emerging and existing designers in six cities. She collaborates with designers, photographers and volunteers on a daily basis to create a professional backstage production. “It’s great to work with really excited and driven individuals. I really enjoy showing off their incredibly beautiful designs to an audience in a professional runway show.”

Studying at City of Oxford College has changed Alison’s life for the better, as it helped her gain not only the skills and knowledge she needed, but also the confidence and work ethic necessary to succeed: “College pushed me to work very hard to achieve my goals. I learnt that unless I put the hours into my work, I wouldn’t be able to gain anything. My tutors were fantastic. I learnt that I was capable of achieving what I had thought was impossible. Without doing the Extended Diploma in Fashion, I wouldn’t have had the opportunity to work with Oxford Fashion Studio.”

WHERE ARE THEY NOW? ALUMNI CAREER PATHWAYS

Our mission as an organisation is to transform lives through learning. Our learning philosophy is part of our approach to offering learners a direct line of sight to employment success. Here, some of the group’s alumni share their experiences.

Des Buckingham - sport

Former City of Oxford College student Des Buckingham’s interest in football coaching has taken him to a career at the other side of the world.

Des, who studied the Sport and Exercise Science Level 3 Extended Diploma, is now working as goalkeeping and assistant coach to New Zealand side, Wellington Pheonix. The three-year contract follows time spent as a Football Development Manager in New Zealand, where he was responsible for player and coaching development.

Des said: “Football and a career in this field was right for me. I have slowly built up my coaching experience and also my qualifications.

“The opportunity, not only to work as coach with the goalkeepers but also the full squad of players each week (at Pheonix), is something that works well for me.”

After graduating from City of Oxford College, Des landed a part-time role as a football coach at Activate Learning. “The opportunity with Activate Learning is one of my career highlights, This progressed into a full-time role which was a very rewarding and exciting time for me at 23-years-old. I was working towards my next coaching qualifications, which the college supported me with throughout the next two years.”

Des was also heavily involved with his local football club, Oxford United, eventually becoming a full-time coach with the club. He spent 10 years at Oxford United, working in a number of different coaching roles, before moving to New Zealand Football in 2013. He is currently in the process of completing his outfield coaching Pro Licence and holds a UEFA outfield A Licence and a UEFA goalkeeping A Licence.


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Tanya Ahmed and Richard Pinches - photography

Reading College photography alumna, Tanya Ahmed, recently joined forces with four former classmates for a homecoming exhibition in the town.

Tanya now lives in New York where she works as senior photographer for the NYPD. Her work has taken her to London, Australia, Miami and New York and she continues to extend her learning with a recent first class honours degree in Photography with the Open College of the Arts. Her next step in the journey is a Masters in Fine Art.

Tanya said: “I came out of the college already a part of the photography industry. I could summarise my college experience in three words: invaluable, in-depth and essential. I perhaps didn’t realise how intensive my training was until I spent 30 years using it - I am still using knowledge gained from the course today.”

Tanya’s advice for today’s students is “knowledge, contacts and work experience. You need all three to make the most of your time and to progress in your field.”

Fellow alumnus Richard Pinches, who also joined the exhibition, worked as a photographer’s assistant before setting up his own company on his parents’ farm in 1988. He is now the owner of the Meadows Farm Studios.

He said: “While at college I realised that still life and product photography would be my forte. My first week of work experience with another college alumnus, Paul Howard, really opened my eyes into studio life and working practices. I was then able to practice these techniques in the college studio to build a decent portfolio of still life work”.


Oliver Shore – hospitality and catering

In just over three years, Oliver Shore has gone from dreaming of a career in cookery to working full-time as a chef and even serving a meal for Sir Richard Branson.

Oliver first came across cooking as a potential career when he studied food tech at school. He enjoyed it so much he thought it would be a great career to pursue at college.

The programme at Banbury and Bicester College helped Oliver build his confidence and interpersonal skills, something necessary when you are shouting out the checks and working with in a noisy kitchen environment, preparing and serving food for up to 250 covers. His skills were recognised when he won the Best Student Award at Level 2.

As part of his programme Oliver took part in work experience at Banbury Catering and Events – which is now his full-time employer.

Oliver’s boss Tracy believed in him from the beginning: “He stood out from the others because he had more confidence and had the right attitude. The course and his hard work helped him improve his skills. He is now very close to a very good chef who has been in the industry for years.”

Oliver credits his Level 3 Professional Chef’s Diploma with helping him get the right job for him and landing him some amazing opportunities along the way, such as cooking for successful entrepreneur Sir Richard Branson: “He came to a photo shoot for a Virgin advert and we catered for it, it was great fun”, he said.

So, what would he say to other students thinking about doing this course? “I’d tell them to do it. When I was at school, some people didn’t understand what college was about at all. But it’s a great option to help prepare you for the workplace, much better than going straight into work. You’ve got to be dedicated. You’ve got to be flexible and willing to work.”

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James, Israr and Anwar – Cisco apprentices

A trio of UTC Reading’s first alumni are launching their careers as IT apprentices with one of the school’s industry partners.

James Walsh, Israr Hassan and Anwar Whight have joined a three-year apprenticeship programme with Reading-based Cisco Systems Ltd, having completed their sixth form studies in the summer.

The three students were among the first cohort to join UTC Reading, which provides a curriculum specialising in computer science and engineering, when it opened in September 2013.

James, aged 19 from Tilehurst, said: “It is a dream come true to be working at Cisco. I completed their work experience programme during my time at UTC Reading which was one of the most exciting things I had ever done through school. I knew immediately it was where I wanted to start my career.

“Having made that clear to my teachers, they gave me every opportunity to build links and contacts with the company. The application process was extremely tough, but because of the preparation I had been given by UTC Reading I was able to demonstrate that I had the skills and qualifications Cisco needed.”

Israr, aged 20, said: “You get a lot of contact with the industry partners at UTC Reading, which means you get to know them and they get to know you. This really helps when you are ready to make the next step. I thought about university and had offers from five universities, but the Cisco apprenticeship is a fantastic opportunity. I can earn money while I qualify, instead of getting into debt; experience the many different roles and careers Cisco offers and I have more certainty over my long-term career prospects.”

During their apprenticeship, the former students will spend time in different parts of the business before taking an elongated placement in their final year. On completion the apprenticeship will give them a university-equivalent qualification.

Martin Raines, Project Manager at Cisco Systems Ltd, said: “Our involvement at UTC Reading helps to develop the talent we need for the future of our business. By working with the students on projects, internships and work experience we get to know them. It breaks down barriers and helps to remove some of the risk when it comes to recruitment. These three students were particularly good at building professional relationships during their time at the school and were able to demonstrate the technical as well as the soft skills we look for.”


Ashley Jones – motorsport engineering apprenticeship

Ashley Jones always dreamed of a career in motorsport. As a teenager he indulged his passion for racing on the go-kart circuit, and enjoyed watching his favourite drivers compete on television.

Having completed his GCSEs, he began to search for a course which might give him a much-needed head start in such a competitive industry. His friends recommended three colleges and, having attended open events and interviews at all three, he chose Banbury and Bicester College, part of Activate Learning.

Ashley said: “What impressed me at Bicester was that the staff were so knowledgeable. They had worked in the industry so they had first-hand experience and they maintained really good links. They were also committed to helping me prepare for my career, rather than just being focused on completing a qualification.”

Having completed the two-year Extended Diploma in Motorsport Engineering at the Bicester campus, a specialist centre for motorsports training, Ashley found out about an apprenticeship opportunity at Banbury-based Prodrive. The opportunity came via the college’s apprenticeship delivery partner Activate Enterprise, also part of the Activate Learning group.

Ashley said: “I had already met the manager from Prodrive, as he had been in to talk to us during the course. That made it easier when it came to the interview. The team at Bicester helped me to prepare for the interview, including giving me a practice run, and I was absolutely made up when I was offered the place.”

Ashley is now in the third year of his apprenticeship at Prodrive, and has gained experiences which have surpassed all his expectations.

He said: “Last year I was lucky enough to join the team for World Endurance Championship, travelling all over the world as part of the pit crew. The first race was at Silverstone and after my work there I was told that I could join the whole championship. The atmosphere at the races is just amazing and to get that kind of experience as an apprentice is incredible. I would be happy doing it all the time.”

Once Ashley has completed his apprenticeship, he hopes to further develop his experience as a mechanic and fulfil his ambition of working in Formula 1.

He said: “My route so far has been incredibly smooth, from completing my course to moving into the apprenticeship and building my skills and experience. I hope that it continues, and will keep working hard to ensure it does.”

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