OUTSTANDING TEACHING, LEARNING AND ASSESSMENT TECHNICAL SKILLS NATIONAL PROGRAMME

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Outstanding Teaching, Learning and Assessment Technical Skills National Programme 3

Content

Foreword from Education and Training Foundation ...... 4 Foreword from Association of Colleges ...... 5 Programme overview ...... 6 Phase 1 development project case studies ...... 8 City College Plymouth ...... 8 College of Haringey, Enfield and North East London ...... 10 Derby College ...... 12 Harlow College ...... 14 John Ruskin College ...... 16 Lakes College ...... 18 Lincoln College ...... 20 Liverpool Adult Learning Service ...... 22 London College of Apprenticeship Training ...... 24 Rathbone Training ...... 26 Reaseheath College ...... 28 Solihull College and University Centre ...... 30 South Devon College ...... 32 South West Association of Training Providers ...... 34 Weston College ...... 36 Phase 2 development project case studies ...... 38 Abingdon and Witney College ...... 38 Blackburn College ...... 40 Grimsby Institute Group ...... 42 London South East Colleges ...... 44 Nelson and Colne College ...... 46 West Thames College ...... 48 Phase 3 development project case studies ...... 50 Activate Learning ...... 50 City College Plymouth ...... 52 College of Haringey, Enfield and North East London (CONEL) ...... 54 Derby College ...... 56 Gateshead College ...... 58 Harlow College ...... 60 Lakes College ...... 62 London South East Colleges (LSEC) ...... 64 Myerscough College ...... 66 Reaseheath College ...... 68 South Devon College ...... 70 Key findings and lessons learnt ...... 72 Outstanding Teaching, Learning and Assessment Technical Skills National Programme 4

Foreword from Education and Training Foundation

The Education and Training • Evidence-based, research informed. Foundation (ETF) is the government- backed, sector-owned national It is our belief that allowing professional development body practitioners to engage in for the further education (FE) and action research or joint practice training sector. Our role is to support development1 activity supports a the continuing transformation of our greater likelihood of longer-term technical and vocational education change in practice. As solutions system by ensuring the sector has and strategies are tested, trialled world-class leaders, teachers and and evaluated, practice becomes trainers. It is the expectation that more embedded and honed. This this leads to ever-improving learner programme is our first to focus on outcomes, a more highly skilled technical teaching, learning and workforce for employers, and a assessment to enable students to be stronger economy, country and better equipped for the world of work, society. We do this by improving, having been in receipt of high quality Gary Phillips driving and championing the quality of and up-to-date technical teaching or Director – Professional Development, leadership, teaching and training. training. The programme has been Education and Training Foundation developed in response to the Report Alongside Leadership and Governance of the Independent Panel on Technical and the Maths and English Pipeline, Education (the Sainsbury Review) Outstanding Teaching, Learning and and the accompanying Post-16 Skills Assessment (OTLA) is one of our Plan. From forming partnerships flagship programmes, and includes with employers to developing training courses, collaborative communities of practice, the projects and our regional Professional programme has offered organisations Exchanges. Our collaborative projects and practitioners the opportunity to aim to improve teaching, learning and not just develop their own skills and assessment by giving practitioners the knowledge, but also to share effective time and space to explore solutions practice with others in the sector. to the challenges they face. There is a strong emphasis on collaboration, Continuing with the theme of sharing both within an organisation but also and collaboration, we are excited externally with other providers and and pleased to be able to share the employers. The key principles of all of learning from all of these projects with our collaborative project activity are: the sector.

• Enhancing teaching, learning and assessment towards outstanding. • Implementing and promoting the use of the Professional Standards. 1 • Offering peer-led, collaborative Fielding M et al, ‘Factors Influencing the Transfer of Good Practice’, University development of teaching for of Sussex, 2005 available here: http:// leaders and practitioners. webarchive.nationalarchives.gov. • Creating sector-led solutions to uk/20130401151715/https://www.education. gov.uk/publications/eOrderingDownload/ sector defined problems. RR615.pdf.pdf Outstanding Teaching, Learning and Assessment Technical Skills National Programme 5

Foreword from Association of Colleges

The Association of Colleges (AoC) do this, it can have a significant represents colleges in England impact on both accountability incorporated under the Further and measures and inspection outcomes. Higher Education Act 1992. General, Most importantly, it can also have a sixth form and specialist further profound impact on learners in terms education colleges are drivers of of experience and outcomes. social mobility, productivity, economic growth and community development. It is abundantly clear that, in every project found in this report, Colleges provide high quality collaboration is key. It is through technical and professional education, both local and national communities particularly at advanced level, sharing good practice that excellence covering a broad range of disciplines, is accelerated. Only through working from science, engineering and IT, evermore closely with both employers to construction, hospitality and the and education partners will we be creative arts. able to deliver on the Skills Plan. It therefore goes without saying that David Corke As we head towards the Skills we are delighted to have collaborated Director of Education and Skills Policy, Plan era, initiatives such as the with the Education and Training Association of Colleges Outstanding Teaching, Learning and Foundation, providers and many other Assessment (OTLA) programme are sector bodies and stakeholders to as pivotal as they are well timed. This deliver this successful programme. is because the Post-16 Skills Plan is the most important reform for a generation. Much like we have seen in high performing Nordic countries, this is a reform at system level rather than a review of qualifications.

The Skills Plan reform is different because it is not trying to chase parity of esteem by merging with or mimicking academic provision. Like the academic pathway, technical education is being redefined as prestigious and high quality in its own right.

‘Prestige’ and ‘high quality’ are of course deeply subjective terms, as is ‘outstanding’. It is therefore fantastic to see providers of all type define what outstanding means for them as providers, leaders and practitioners. I believe that, when colleges and other training providers Outstanding Teaching, Learning and Assessment Technical Skills National Programme 6

Programme overview

The Association of Colleges (AoC), in learning and assessment towards Peer Advisors and partnership with the Skills and consistently outstanding Excellence Advisors Education Group (formally emfec), • the improvement of teaching was awarded the contract for the through collaborative research and Each development project was Education and Training Foundation’s development projects, similar in supported by a Peer Advisor who (ETF) Outstanding Teaching, Learning approach to previous OTLA work and Assessment (OTLA) Technical acted as a critical friend to the project, • enhanced technical knowledge Skills National Programme in February providing guidance, support, and supported in part through 2017. stretch and challenge. There were 11 new continuous professional Peer Advisors across the 32 projects. development (CPD) and A total of £1.4 million was made All Peer Advisors had technical or engagement opportunities available by ETF for the programme, vocational expertise and experience developed with employers in which post-16 providers were able to within one of the 15 routes in the Post- relevant technical fields bid for. After a fair and transparent 16 Skills Plan. Two Excellence invitation to tender and selection • deeper and more meaningful Advisors supported Peer Advisors process, the funding was awarded employer engagement/partnership to ensure consistency and to draw to 32 projects across the country. in subjects that fall within the new together good practice and emerging The programme’s goal is to enhance routes in the Sainsbury Review themes. the quality of teaching and learning • linking practitioners and delivery assessment in post-16 education and from across the sector to promote training. professionalism and pedagogic The Peer Advisors were supported expertise. by two Excellence Advisors with experience of similar roles on previous AoC led OTLA projects. The The aim of the national OTLA Steering Group programme is to support practitioners Excellence Advisors oversaw the Peer Advisors, which provided consistency to work with employers, as well as The project Steering Group was an each other, to improve and develop the and helped draw best practice essential part of the programme and together across the development teaching of vocational and technical comprised representatives from: skills across technical routes. The projects. • AoC Report of the Independent Panel on • Association of Employment and Technical Education (known as the These layers of support gave the Learning Providers (AELP) Sainsbury Review) and the Post-16 development projects challenge and • ETF Skills Plan emphasised the need for supported the quality assurance of the • HOLEX a technical teaching workforce that programme. • Land Based Colleges Aspiring to is highly skilled and has a strong Excellence (Landex) understanding of both their technical Technical routes covered • Natspec skillset and teaching techniques. The • Semta programme was designed to prepare Of the 15 technical routes, 11 were • UCL Institute of Education (IoE). practitioners and providers for the covered through the 21 development implementation of the Review and projects: The Steering Group helped shape to develop technical skills teaching and oversee the management of the • Agriculture, Environmental and across the country. programme, ensuring fair due process Animal Care. and full sector representation. The • Business and Administrative. Development projects and wider Steering Group had the important • Catering and Hospitality. programme activity supported: role of selecting the projects from the • Construction. • the improvement of teaching, applications. • Creative and Design. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 7

• Digital. providers: • Activate Learning • Engineering and Manufacturing. • Activate Learning • City College Plymouth • Hair and Beauty. • City College Plymouth • College of Haringey, Enfield and • Health and Science. • College of Haringey, Enfield and North East London • Social Care. North East London • Derby College • Transport and Logistics. • Derby College • Gateshead College • Gateshead College • Harlow College Timeframes • Harlow College • Lakes College • Lakes College • London South East Colleges The programme began in February • London South East Colleges • Myerscough College 2017 and all activity was completed • Myerscough College • Reaseheath College in March 2019. A total of 32 projects • Reaseheath College • South Devon College were funded across three phases. • South Devon College Phase 1 projects ran from March to Funding for Phase 3 projects ranged November 2017 led by the following Funding for Phase 3 projects ranged between £20,000 to £30,000. providers: between £20,000 to £30,000. • City College Plymouth. Other programme activity • College of Haringey, Enfield and Professional Standards and resources North East London (CONEL). • Derby College. The development and promotion of The aim of the programme was to • Harlow College. professionalism was integral to the share key outcomes and resources • John Ruskin College. programme. The ETF Professional with the sector. This was achieved • Lakes College. Standards for Teachers and Trainers through: • Lincoln College. provide clear expectations of effective • Liverpool Adult Learning Service. practice and a national reference point • Breakout sessions at AoC Annual • London College of Apprenticeship for organisations to use to support the Conference 2017 and 2018 to Training. development of their staff. showcase projects and the • Rathbone Training. overall themes and aims of the • Reaseheath College. The programme enabled practitioners programme. • Solihull College and University to reflect on ways to deepen their • CPD sessions led by the Centre. knowledge and understanding, development projects on specific • South Devon College. particularly in relation to their topics and methods from their • South West Association of Training technical expertise and professional development projects. Providers. skills. Practitioners were also • A national conference held in March • Weston College. encouraged to reinforce the values 2018 that shared the lessons, that underpin both their practice themes and resources from the Funding for Phase 1 projects ranged and the overall programme, such as programme. between £34,000 and £77,000. the promotion of social and cultural • A variety of local events run by AoC diversity, inclusion and equality of regions, members of the Steering Phase 2 projects ran from August opportunity. Some development Group and the development 2017 to February 2018, led by the projects decided to focus specifically projects. following providers: on certain Standards. • Abingdon and Witney College. • Blackburn College. The Professional Standards were used The programme produced a wealth • Grimsby Institute Group. to reinforce outstanding equality and and variety of outputs and resources, • London South East Colleges. diverse characteristics. including full case studies that are • Nelson and Colne College. available to the sector both on AoC’s • West Thames College. Outstanding Teaching, Learning and Phase 3 projects ran from Assessment project page and the Funding for Phase 2 projects ranged March 2018 to March ETF’s Excellence Gateway. between £26,600 and £36,600. 2019, led by the following Phase 3 projects ran from March 2018 providers: to March 2019, led by the following Outstanding Teaching, Learning and Assessment Technical Skills National Programme 8

Phase 1 development project case studies

City College Plymouth

Project overview needs of middle management and Project outcomes engineering staff who were unable to In partnership with an employer, attend day release training. • The pilot group have successfully City College Plymouth developed a completed the expected course blended learning model to deliver The ‘blended’ delivery style of the two- modules (this same group of a bespoke Level 4 HNC General year qualification features scheduled learners had previously failed to Engineering training programme. onsite classroom tutorials, online achieve this qualification through Combining online support, self-study interactive support and self-study. distance learning). and one-to-one and group classroom This remote teaching strategy enables • The use and understanding of tutorials, this two-year programme students to study alongside workplace blended learning within the College provides a creative solution to learning. Students gain a broad and partner organisations has the challenges of employer-based understanding of the industry as they increased significantly, with one learning. develop skills in maths, engineering partner changing their course management, science, health and provision to a blended learning Project aims safety practice, and project design. approach. • IMERYS has requested further • Develop a blended learning model The blended package of learning includes the use of Google Classroom, training for another group of that enables the College to respond employees. Other local employers flexibly and creatively to employer Skype, a VLE and email support in both group and one-to-one virtual have also approached City College requests for workplace-based Plymouth to request similar training. tutorials. Periodic face-to-face sessions and workshops complement training. • Increase understanding of blended the approach. • Tutors have improved their teaching learning and online technologies, practice, which has enhanced and how they can improve the technical TLA and the student teaching, learning and assessment experience. (TLA) of technical training. When“ we initially started • Use the blended learning model conversations regarding delivery Moving towards outstanding to deliver the new T Level of the HNC on our own premises, I qualifications and Apprenticeship found City College Plymouth open teaching, learning and Standards. to the suggestion and very willing assessment • Develop a transferable model that to work with us to achieve a ‘win- can be extended to other routes, • The inclusion of thrice-weekly face- win’ situation, even if this meant such as Digital. to-face contact sessions with the significant additional workload for tutor ensured that any difficulties them. or gaps were quickly addressed, What the provider did enabling the development of higher level skills. City College Plymouth worked TRACY GAY, LEARNING AND

with INERYS Ltd, a multi-national DEVELOPMENT CO-ORDINATOR • The blended learning model will minerals company. A bespoke Level AND HR ADVISOR, IMERYS LTD “ be adopted across other areas of 4 HNC General Engineering training the Skills Plan, including: the new programme was created to meet the Apprenticeship Standards (where Outstanding Teaching, Learning and Assessment Technical Skills National Programme 9

blended approaches will support Takeaway message TECHNICAL SKILLS ROUTE the ‘20% off the job’ training); T Level qualifications (to support Engineering and work experience mentoring and the delivery of some modules); Blended models of delivery have Manufacturing and the identification of local and the potential to enable employers national skills gaps (by increasing to develop higher level technical skilled middle managers, senior PROVIDERS technicians and engineers). skills within the company without affecting frontline production. 4 As a provider in this scenario, it Tips for success is important to be flexible and adaptable. PRACTITIONERS AND MANAGERS • Ensure all parties are committed to the project. Efficient 13 direct communication, staff availability, and attendance at planning and and review meetings are vital. • Allocate an appropriate amount of 76 indirect time for project management. This will ensure KPIs are monitored, LEARNERS appropriate data is collected, staff can attend meetings, and the 180 project is promoted. • Develop solutions to overcome IT issues. The use of a dongle, EMPLOYER for example, enabled employers to remotely connect to Google 1 Classroom to access lessons and resources. • Employer partnerships: PARTNERS –– Establish early contact with the Achievement Training, Deep Blue employer to discuss and agree Sound Training, IMERYS Ltd, the delivery model, and manage Plymouth Argyle Football Club expectations. and South Devon College –– Don’t assume traditional planning and delivery can be easily implemented on employer premises. –– Be flexible with the scheme of learning and take into consideration changing circumstances. • Consider the staffing requirements of an offsite programme at the planning and timetabling stage. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 10

College of Haringey, Enfield and North East London

Project overview MTs planned sessions and resources delivery style or resources for alongside staff, who provided future sessions. The College of Haringey, Enfield feedback. and North East London (CONEL) is Moving towards outstanding The MTs then delivered a first working to create an innovative, cost teaching, learning and effective and sustainable model for classroom session to students, with a integrating industry experts, referred teacher present. assessment to as Master Technicians (MTs), in classroom delivery. Through a Further Project partners and participants were • 141 students (86.5%) said that Education (FE) STEM Teaching Hub, asked to complete a Survey Monkey they were more aware of current the College will support teachers and questionnaire before and after the industry practices following their industry experts to collaborate, share session to capture feedback. College first MT session. knowledge, create resources and staff then conducted further semi- • Teachers gained knowledge and engage with industrial and pedagogic structured audio and video interviews skills from the MT sessions, which training. with teachers, students and MTs. has facilitated the creation of new A FE STEM Teaching Hub (Moodle/ or updated resources. Project aims VLE) was also established. It is • The project has established a home to the MT training module framework for providers who want and resources, and is a repository • Encourage collaboration between to use MTs in the classroom. This that facilitates collaboration and education providers and industry is a sustainable way to meet the information sharing. experts to develop outstanding needs of employers, learners and teaching, learning and assessment teachers, whilst responding to on technical route training. Project outcomes the requirements of the technical pathways via the Skills Plan. • Support industry experts to be more confident in classroom • 87% of students said that the • Increased engagement between delivery situations. ongoing use of industry experts students and industry will lay the would teach them new skills; 68% foundations for work experience • Deliver pedagogic training and said that industry experts would placements, which are a key promote joint working between inspire them. requirement of T Levels. academic staff and industry experts. • Employer feedback on the pedagogic training day was Tips for success • Create an online FE STEM Teaching positive, with results demonstrating Hub centre of excellence for a 100% increase in confidence. collaboration between industry • The MT model has to be cost- experts and academic staff. • Following the MT sessions: neutral, and the cost of training –– 74% of students said that they MTs needs to be taken into had learnt a new skill; 97% account. Each MT was paid £300 What the provider did were interested in further MT to attend the pedagogic training sessions. day and thereafter £500 per day College staff were asked to identify –– 89% of college staff felt that (amounts should be adjusted based possible skills gaps in the digital the MT inspired, motivated and on location and sector). curriculum before contacting partner raised student aspirations. • The MT training module can be employers to nominate MTs. completed online or offline, or The College ran a pedagogic training –– 100% of MTs said that they enjoyed teaching and independently in preparation day for the MTs, focused on the Digital for a session(s). However, face- technical route. Curriculum staff and reflected on the strengths and weaknesses of adapting their to-face interactive training is MTs worked on knowledge gaps, and recommended. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 11

“ TECHNICAL SKILLS ROUTE The OTLA sessions had a great DIGITAL impact on our provision, giving learners a valuable insight into PROVIDERS current working practices in music production. Learners were 6 introduced to state of the art technology and tools that were PRACTITIONERS AND MANAGERS of great value to their vocational development. 32 direct

and PARTNER FEEDBACK “ 91 indirect

Takeaway message LEARNERS 342

Upskilling teachers through MT EMPLOYERS collaboration enabled learners 10 to gain industry knowledge and skills, improved their vocational skills development, and provided PARTNERS opportunities to engage with British Academy of Jewellery, employers. The relationship Capital City College Group, wasn’t all one-way – transferable Charanga, Haringey Local pedagogic support was given Authority, Harlow College, to the MTs so they could plan Imperial College London, and deliver engaging sessions, Intertrain (UK) Ltd, National and apply these skills to their College for Digital Skills (ADA), professional roles. Shadow Robot Company, Sidereal Games, Soundskool Outstanding Teaching, Learning and Assessment Technical Skills National Programme 12

Derby College

Project overview place between May and November of the ‘how, what, why and 2017. The first two days focused on when’ and the Level 1 students, Derby College established a problem- PBL and how the Standards could by session two, ‘took more based learning (PBL) curriculum be used to develop practitioners’ ownership’; group work and to support students to develop the skills. The third workshop included responsibilities were much skills required to become expert speakers who have used PBL in improved.” engineers. The approach evaluates higher education settings, and current practice against the ETF’s gave participants the chance to Moving towards outstanding teaching, Professional Standards and, using plan employer visits and gain an learning and assessment a Joint Practice Development understanding of T Levels. model, enables participants to The project features a number of form partnerships, undertake CPD Seven PBL scenarios took place in factors that represent outstanding and deliver scenarios that develop four different colleges, supported by teaching, learning and assessment: learners’ skills for work. nine practitioners and one student facilitator, reaching over 130 students. • A rethinking of technical education Project aims After each scenario, learners were as T Levels emerge. asked to complete a questionnaire, • Trialling a new pedagogy, and focus groups were held to gather • Use PBL to create a future experimenting and taking risks. feedback. workforce with high level skills • Reflecting and systematically and knowledge that can drive The final two sessions reflected on analysing findings. and respond to rapidly changing student feedback, practitioners’ PBL • Working collaboratively to develop industry needs. scenario, barriers faced, and tentative professional skills. • Replace traditional assessment conclusions on how PBL could be • Contributing to the development of methods, which limit opportunities used to improved practice. an evidence-based pedagogy. for trial, experiment and discovery. • Embracing the move towards a • In partnership with employers, Project outcomes research-informed profession. investigate and trial a different approach to the longitudinal • The feedback shows that a development of engineers, and The College has also organised CPD significant majority of students events with three partners to share adapt this approach to meet T Level enjoyed PBL and would like to do requirements. the potential impact of a PBL, and more. Comments included: further events, outside of engineering –– “I enjoyed figuring out a way to and construction, are planned. What the provider did overcome the problem.” –– “During problem-based learning Tips for success The College ran a series of workshops I have been more confident by with teaching staff, students and working in a group.” • Ensure that problems represent colleagues from other institutions to • Teachers were impressed at the real-world experiences and weave explore the features of problem-based energy, enthusiasm and quality of theory and practice; employers learning, aligned with the Professional results achieved once control and can play a significant role in this Standards. The workshops enabled creative freedom was handed to the process. teachers to develop action plans, students. One teacher said: identify ways to engage employers, • Provide dedicated training and CPD and reflect on what effective –– “The Level 2 group exceed both to successfully facilitate PBL. facilitation of PBL looks like. our expectations of coming up • Students’ team building, The five CPD workshop days took with some very strong ideas collaborative and independent Outstanding Teaching, Learning and Assessment Technical Skills National Programme 13

study skills need to be developed TECHNICAL SKILLS ROUTE before PBL takes place. • Begin with one unit or part of a unit Engineering and and then funnel PBL into an entire course. Manufacturing • Assess process-led outcomes (such as contributions to group tasks, leadership skills and working PROVIDERS to deadlines) as well as the ‘solution’. Make sure employers are 5 involved in assessment. • Consider developing a programme PRACTITIONERS AND MANAGERS specification for each T Level to ensure that activity focuses on 31 direct behaviours, skills and knowledge and for technical professionals, and goes beyond the qualification. 70 indirect

“ LEARNERS This new concept will allow us 144 to redevelop our curriculum to support the progress of our students. Having the opportunity EMPLOYERS to collaborate with various providers and employers enabled 4 us to share ideas and work together to formulate problems for PARTNERS our students. Leicester College, New College “ Stamford, Rail Forum East TEACHER Midlands, The Nottingham College, and The Uniper Training Academy Takeaway message

Great teaching, learning and assessment involves trust. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 14

Harlow College

Project overview 1. Understanding technical and Project outcomes theoretical skills, with a focus Harlow College created a CPD on interactive pedagogical • Manager practitioners have programme for managers – and approaches. gained skills in subject-related those aspiring to manage – in 2. The use of new technologies in technologies through work the construction, engineering the construction, engineering and shadowing, and can now teach a and manufacturing sectors. The manufacturing sectors. broader range of practical skills. programme develops managers’ 3. Building capacity and expertise, • Practitioners have visited each technical and theoretical skills, and and the innovative and continuous other and shared specialist challenges them to create innovative improvement of provider services equipment and resources. classroom practice and interactive to employers. • Students have learnt practical skills pedagogical approaches to meet 4. New approaches to curriculum that may not have been deliverable the introduction of T Levels and design, collaboration, innovation before because of a lack of staff apprenticeship standards. and improvement. knowledge. They also have access 5. Problem-based learning. to a wider employer base and more Project aims advanced equipment. • he project meets the aspirations • Deliver a bespoke training Employers and senior managers from participating colleges delivered the of the Post-16 Skills Plan in three programme that provides cost- ways: effective support for practitioners. workshops. A final consolidation event took place following the fifth session. • Deliver CPD that results in 1. It focuses on three industry questioning, experimentation and The project team also provided sectors of key significance to reflection on skills, knowledge and tailored CPD to manager practitioners, the region’s economy. professional practice. who could choose to take a work 2. It increases employer • Increase the number of sector shadowing placement in the summer employers involved with their local involvement in the work of break to develop technical expertise college departments. college. and teaching. • Establish a working group of peers 3. It prepares managers who are able to share information, and teaching staff for the ideas and practice. introduction of T Levels by The“ work shadowing…process asking them to consider future changes to the curriculum. What the provider did provided me with an opportunity to observe up-to-date work practices. Twenty-one manager practitioners I have reported my findings and Moving towards outstanding from 10 partner colleges took part we are looking at how the syllabus teaching, learning and in the CPD programme. Participants is currently being delivered to attended an induction where they assessment were given an overview and resources, learners, so that we are able to • Harlow College has supported and trained to use two digital project reflect, plan and develop current transition to employment through a resources: Slack (for communication) working practices. Level 2 work readiness programme. and Padlet (to record activity).

KEVIN DOO, MANAGER For example, students are now

taught to use a runway light unit The CPD programme consisted of five PRACTITIONER, COLCHESTER “ and baggage carousel in their first interactive workshops: INSTITUTE term so that they are ready for Outstanding Teaching, Learning and Assessment Technical Skills National Programme 15

airport-based work experience in Takeaway message TECHNICAL SKILLS ROUTES term two. • Herts Regional College has created Construction, and problem-based learning activities that have been adopted throughout Starting points for individual staff Engineering and the construction department. were very different, particularly • PROCAT increased its use of the extent to which they worked Manufacturing various technologies, such as with employers. However, all the Neopod and Kahoot, during participants found that, once PROVIDERS 2017/18. Neopod, for example, they got employers involved and enables students to access learning 9 materials at any time of the day at created real life projects, the the touch of a button. students gained more enjoyment • SEEVIC College has arranged from their studies and achieved at PRACTITIONERS AND MANAGERS conferences with a German a higher standard. manufacturing company (VS) 17 direct to allow students to access the and global engineering environment. A calendar of events, including 113 indirect conferences, exhibitions, and employer fairs, will broaden the experiences of engineering staff. LEARNERS 561 Tips for success

• Provide opportunities for staff to EMPLOYERS continuously upskill. Ensure that the CPD experience is enjoyable. 24 • Establish professional relationships between employers and teaching staff that result in real examples of PARTNERS employer engagement. BTL Precision, Colchester • Professional development is more Institute, CONEL, DMG Mori, effective when delivered via peer Epping Forest College, Herts groups that generate enthusiasm Regional College, PROCAT, and a sense of achievement. SEEVIC College, South Essex College and Willmott Dixon.

Outstanding Teaching, Learning and Assessment Technical Skills National Programme 16

John Ruskin College

Project overview practitioners to implement the Sainsbury review of technical “ John Ruskin College collaborated education. By the end of the project the fruits with seven colleges to improve the of the collaboration and dialogue experience of students on vocational Partner colleges developed the were being shared by other subject following projects: Health and Science programmes. teams and senior managers to a Each participating provider sought to degree beyond that which could develop a unique initiative that met the • Leyton Sixth Form College created needs of their students, in partnership a Care Academy to support learners have been envisaged at the start.” with one or more employer, taking into from Health and Science disciplines

consideration the potential impact of into nursing. KEVIN WATSON, PROJECT T Levels on the technical education • NewVIc developed a multi- MANAGER “ landscape. disciplinary initiative to identify the links between science and business Project aims via the manufacture, marketing and selling of soap. Project outcomes • Develop work placements that offer • Havering worked with employers to a meaningful insight into working offer work placements to teachers • Teachers have been professionally life and facilitate the development who wanted to retain a ‘hands-on’ challenged to embrace the OTLA of relevant skills and personal understanding. project and practice. Several qualities. • BSix organised Careers Beyond partner leads have reported interest • Provide comprehensive and up- Medicine, a careers event where in follow-up activity. to-date careers education, advice employers explained a variety of • Work placements are better and guidance to reinforce students’ science-based job roles. organised, drawing on employer belief that vocational programmes • Saint Francis Xavier obtained input and featuring detailed provide access to a range of career student views on the ‘ten most workbooks, and colleges are opportunities. important features’ of work actively pursuing job shadowing • Plan high quality learning placements. opportunities. opportunities that combine theory • John Ruskin College devised • Staff work placements have and practice, classroom and teaching materials that helped teachers to re-familiarise workplace. considered the ethical issues themselves with a care-based frequently encountered by health environment. What the provider did professionals. • The project has built strong • Shooters Hill worked with Thames employer links and effective At the outset, it was agreed that Tiddlers to create a workbook partnerships. each college should develop an containing information and initiative in partnership with at least activities to help students evaluate Moving towards outstanding one employer. A Joint Practice performance and learning. teaching, learning and Development model was adopted, • Epping Forest arranged job assessment and each of the eight partner colleges shadowing placements that gave proposed a project. students the opportunity to learn • The views of employers were from health professionals. sought on the quality of materials, A focus was placed on developing information given about placement the technical teaching skills students, and the skills needed of participants, and preparing by students. Employers have also Outstanding Teaching, Learning and Assessment Technical Skills National Programme 17

been brought into colleges to Randall Close Resource Centre, TECHNICAL SKILLS ROUTES give talks, to share experiences, Ravensbourne School, Reckett and to assess the credibility of Health and Science Beckinser, Riverhouse Medical teaching resources. In at least two Practice, Shooters Hill Sixth instances, constructively critical Form College, Springfield Leisure review systems have been put in PROVIDERS place to evaluate the success of Centre, St Francis Xavier Sixth work placements. 10 Form College, Thames Tiddlers, • Examining the nature of vocational Thames Water, Twin Globes Care and technical education has led to Home and University of East improvements in teaching, learning PRACTITIONERS AND MANAGERS London. and assessment, and how best to bring the classroom into the 51 direct workplace, and the workplace into and the classroom. 66 indirect Tips for success LEARNERS • The most successful ventures are carefully planned, ordered and 275 prepared, and the importance of achieving the shared understanding and commitment of partners EMPLOYERS cannot be overstated. • To maximise impact, it is crucial 36 to secure support from senior leadership. This increases the PARTNERS likelihood of local developments and recommendations reaching a Albany House, Avicenna, Balham wider college audience. Leisure Centre, Balham Park • It is important to maintain Surgery, BEC Family Practice, momentum in a project that Bed Head Football Club, Boots, includes eight separate institutions, BSix Sixth Form College, and which spans terms and other Chrysalis Day Nursery and Pre- priorities. School, Clapham Leisure Centre, Croydon University Hospital, Takeaway message Day Lewis Pharmacy, Emerson Court Nursing Home, Epping Forest College, Havering Sixth The project brought into focus Form College, Hopwa House Day far wider issues as to the nature Centre, Imperial College Hospital, of ‘vocationalism’ and ‘vocational J’s Dance Factory, John Ruskin pedagogy’, with particular Sixth Form College, Let Me Play, reference to sixth form colleges Leyton Sixth Form College, Little and the advent of T Levels. Treasures Pre-School, London Depending how such issues are Metropolitan University, Marriage responded to, the project will Millers, Money A&E, NewVIc potentially have an impact far Sixth Form College, NHS Waltham greater than initially envisaged. Forest, Plaistow Youth Market, Princess Alexander Hospital, Outstanding Teaching, Learning and Assessment Technical Skills National Programme 18

Lakes College

Project overview ‘objects of learning’. The project has • Employers fully engaged with three interconnected strands: project teams and contributed to Lakes College developed a project- the NCfN TLA model. This has based approach to teaching, learning 1. Focused active research to added credibility to the activities, and assessment (TLA) in partnership provide an overview of current and enabled employers and supply with the recently established approaches to experiential chains to directly input into objects National College for Nuclear (NCfN). learning in technical education of learning, courses, and the The project adopts the principle of and training. ‘hands-on’ methodology. experiential learning, which underpins 2. The development of a transferable all pedagogy at NCfN, enhancing model that features a practical Moving towards outstanding the skills development of nuclear process for incorporating technicians by placing learning in a experiential learning, in order to teaching, learning and practical, ‘hands-on’ context. support technical skills training, assessment particularly in safety critical Project aims environments, • The model enables teachers 3. Objects of learning based on and deliverers to design aspects • Increase the practical elements of the NCfN curriculum, which are of learning by approaching training and learning programmes deployed using the methodology training from a practical, problem through a project-based, problem described in strand two. solving perspective. This creates solving approach. comprehensive learning that is relevant to real world situations, • Minimise aspects of theoretical The model is designed to be universal and reduces the role of discrete learning that may be abstract or and transferrable to technical settings theory input. In turn, it provides irrelevant to practical application. other than nuclear. a highly skilled workforce for • Develop nuclear technicians’ skills employers. in STEM aspects at Levels 3, 4 and Project outcomes • Lakes College and Bridgwater and 5. Taunton College have recruited • Create a TLA model that can • The combined themes of STEM, dedicated NCfN teaching teams in be transferred across different technical skills, and practical-based order to develop and deliver NCfN industry settings and applications. approaches to learning generated qualifications and programmes of • Give TLA a practical focus to interest from across the sector, learning. encourage people who may be keen which has led to the College to retrain or transfer into nuclear sharing information at events, from other sectors and settings. delivering CPD sessions, and taking Tips for success part in wider networks. What the provider did • The pedagogy developed has been • A project of this type and adopted by the NCfN, and will be complexity requires a significant amount of time and capacity – In collaboration with Bridgwater used by NCfN providers. potentially more than envisaged at and Taunton College, Lakes College • Early cohorts of NCfN students the outset. worked with the University of Cumbria took part in project development and several sector employers to and have directly contributed to • Implement the project in a setting create a model for developing specific project activities. These activities where employer engagement is technical skills for nuclear job roles. had a positive impact on students, already established, in this case the and further longitudinal studies are NCfN, as this provides extra time, The model is supported by examples planned to evaluate post-project capacity and resource. of practical application, referred to as impact. • Take care in the planning phase to Outstanding Teaching, Learning and Assessment Technical Skills National Programme 19

ensure that the approach used is TECHNICAL SKILLS ROUTE suitable for employer engagement and reflects industry interest. Engineering and • Don’t allow geography to restrict partner working. Formalising plans Manufacturing to communicate electronically and via online document sharing is recommended. PROVIDERS 11 Takeaway message

PRACTITIONERS AND MANAGERS

Funding for this project has 42 direct directly enabled partners to and develop an interesting and 195 indirect valuable approach to training, which has the potential to directly raise standards of TLA. This could LEARNERS not have been achieved to the extent it has without funding and 49 support. EMPLOYERS 7

PARTNERS Bridgwater and Taunton College, EDF Energy, Sellafield Ltd, University of Bristol and University of Cumbria. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 20

Lincoln College

Project overview following further consultation with maths specialists and teachers. “ Lincoln College worked with These activities made me think employers and training providers to Three full project meetings brought about what maths skills are all parties together, which provided co-create maths-focused curriculum needed for real life work. materials for learners on four opportunities for collaboration and the

technical skills routes: Construction, sharing of ideas, findings and issues. ENGINEERING AND Creative and Design, Engineering and The key focus of these meetings “ MANUFACTURING LEARNER Manufacturing, and Hair and Beauty. was the development of outstanding A range of course-specific resources teaching, learning and assessment. was developed, including videos, case studies and interactive learning Students were also consulted, materials, to support Level 2 and 3 and were directly involved in the Project outcomes learners to develop maths skills in a development of specific Hair and practical context. Beauty and Creative and Design • Learners across all four technical resources. All of the resources were routes are developing maths skills Project aims piloted with small groups of learners, relevant to their career aspirations. and the feedback used to test and Feedback suggests that they are improve materials. • Create vocationally relevant enjoying this type of learning, and materials that increase learner can see the value of engaging with Resources were co-created across motivation and engagement with maths. all four vocational or technical maths. • Anecdotal information from routes. In Creative and Design, for • Develop specific learning resources practitioners suggests that, in areas example, maths was contextualised where outputs are being used, that improve practical maths skills through digital and physical toolkits in each of four technical routes. attendance and comprehension is for teachers. In Engineering and improving. • Create communities of Manufacturing, online content, • Practitioners report an practitioners (vocational experts, augmented reality and interactive improvement in professional values, maths teachers and employers) video scenarios, were used by knowledge and skills as a result of who work collaboratively to practitioners. produce meaningful and effective the project. learning. • Positive and collaborative relationships have been built with colleagues and learners. What the provider did There“ are so many maths elements that are common across • Appropriate and fair methods of Providers paired up to form four assessment provide valuable and all of the vocational routes…we timely feedback that supports sub-groups. Working with at least one needed to be more joined up. employer, the groups identified maths- learners’ progression and

achievement. related skills gaps and solutions ALISTAIR SMITH, CREATIVE AND relevant to their technical route. DESIGN PARTICIPANT “ Moving towards outstanding Each of the sub-groups mapped teaching, learning and information gathered from employer consultations against the GCSE assessment and Functional Skills specifications. Potential outputs were then identified • Direct links to the vocational Outstanding Teaching, Learning and Assessment Technical Skills National Programme 21

application of these skills meets the TECHNICAL SKILLS ROUTES needs of employers across all four technical routes. Construction, • By engaging with employers, the College has generated a greater Creative and Design, understanding of the demands of technical routes, as well as Engineering and employers’ perceptions of learners’ maths skills. This information Manufacturing, and allowed staff to identify what Hair and Beauty is missing in each area so that outputs and resources ‘bridge’ any gap. PROVIDERS

Tips for success 5

• It was important to identify the common mathematical themes that PRACTITIONERS AND MANAGERS employers indicated were lacking in newly qualified learners. Themes 37 direct and identified included an ability to do mental arithmetic, calculus, and the 22 indirect application of hours, minutes and time. • Communities of practice have been LEARNERS developed that continue to work together to share ideas and develop 263 further materials – both in the four target routes and across the other 11 pathways. It is hoped that future EMPLOYERS projects will contextualise the development of English skills in a 6 similar way.

PARTNERS Takeaway message Bedford College, Green Vision, Monarch, NMPi, New College Nottingham and Central College Nottingham, Peterborough This project illustrates that Regional College, RNN Group, the development of skills and StreamAmp, The Retreat Salon, motivation to engage in maths is Vision West Notts College, and significantly improved when it is &Create. explicitly linked to vocational tasks and activities. It also shows the immense value in specialist maths teachers and vocational subject teachers working together to plan learning. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 22

Liverpool Adult Learning Service

Project overview Through a range of research activities, in Liverpool, which ensure they five toolkits were created: are more involved in TLA. This Liverpool Adult Learning Service has provided opportunities for (LALS) created a project to develop 1. Independent learning toolkit. professional discussions and tutors’ technical skills within the 2. Building Blocks in Social Care collaborative work to develop context of a changing workforce that booklet. resources. requires digital employability skills. 3. Top, Middle and Bottom and • A post-digital skills survey showed Through direct employer involvement, Lucky Squares PowerPoint quiz. a significant increase in the number LALS and partners delivered CPD of practitioners who rate their 4. Wellbeing toolkit. and developed resources to support digital skills as ‘good’ (from 21% to the delivery of teaching, learning 5. TLA toolkit, including Edmodo, 69%). The number of practitioners and assessment (TLA) that better Kahoots, Quizlets and QR codes. using digital skills in the delivery responds to student and employer of TLA also rose (from 32% to needs. The toolkits use current technology 69%). There has been a significant to support learning around managing increase in the use of Kahoots (35% Project aims information, communication, to 76%), Quizlets (18% to 62%) and transacting and problem solving. iPads/tablets (41% to 69%). • Support providers to meet the These resources were made available • On accredited courses in 2016/17, challenges posed by the changing for use across LALS, by partner learners demonstrated the nature of TLA within adult and practitioners and the wider sector. following outcomes: community learning. –– 86% achieved improved English Five professional development • Support practitioners to gain skills. workshops took place to further enhanced technical knowledge support the development of –– 82% achieved improved maths through the development of digital practitioners’ digital skills. Planning skills. employability skills and teaching documents were created for six –– 85% achieved improved practice. subject areas, each with embedded employability skills. • Provide opportunities for adult technical skills outcomes. learners to develop core digital Moving towards outstanding skills that enhance career Practitioners have been involved in prospects. workshops, the development and teaching, learning and • Improve TLA from good to evaluation of resources, professional assessment outstanding. exchanges using Edmodo, and the completion of reflective progress logs. • The project provided an opportunity What the provider did to define outstanding digital and A basic digital skills framework, technical practice. An additional programme of taster courses linked to project output will be the LALS held discussions with a technical routes, such as web design production of a set of standards range of local partners, including and programming, and employer, to support outstanding TLA. Liverpool Vision (the city’s economic student and practitioner case studies This will be the first task for the development company), Commutual (a were also made available to partners. Practitioner Digital Champions. large housing association), Liverpool These standards will be shared with Social Care Partnership, and the partners and the wider sector. Women’s Organisation. These initial Project outcomes meetings helped identify employer • ‘Improved digital skills’ are now need. • LALS has developed new ways included in a student’s personal of working with local employers learning plan. This enables learners Outstanding Teaching, Learning and Assessment Technical Skills National Programme 23

to evaluate their digital skills at the Technical skills route start of their learning programme and set SMART targets to improve Digital these.

PROVIDERS “ 7 The practitioner from St Helens shared new ideas with others in his organisation and has gained PRACTITIONERS AND MANAGERS confidence in his own ability to support other staff members to 39 direct and

improve their digital skills. indirect PRACTITIONER FEEDBACK “ EMPLOYERS 2 Tips for success

• Provide opportunities for employer PARTNERS voice within TLA and programme Halton Adult Learning Service, development. This enables adult Knowsley Adult Learning Service, and community learning partners Manchester Adult Education to work together to gain a clearer Service, Oldham Adult Learning understanding of what constitutes Service, Sefton Adult Learning ‘outstanding’ within a digital Service, St Helens Adult Learning context. Service and Wirral Lifelong • Baseline research, which clearly identified the need for support to Learning. gain enhanced digital/technical knowledge and skills, was used as supporting evidence and rationale for the project.

Takeaway message

The nature of the project and its content has helped to change the conversations and delivery of TLA activities, enabling us to meet a changing landscape of skills. We’ve witnessed an increase in staff confidence – from fear to faith – and seen a definite shift from ‘technophobes’ to ‘technofans’! Outstanding Teaching, Learning and Assessment Technical Skills National Programme 24

London College of Apprenticeship Training

Project overview track students’ skills development: 1 and 2 to enable apprentices to learn more flexibly. London College of Apprenticeship 1. 1Induction: identify students’ Training (LCOAT) established a areas for development through a Based on their diagnostic results, Technical Skills Development project skills scan and Individual Learning and through discussions with an to enhance technical skills teaching Plan (ILP). apprentice skills coach/assessor, and learning on Construction 2. ILP goal setting: learners agree apprentices were able to choose and Business Administration three skills they want to develop, which, if not all, of the 12 sessions apprenticeships. In collaboration with with at least one technically met their needs. employers, LCOAT developed new linked to their apprenticeship curriculum models, implemented a programme. The programme was piloted with 48 learners. The webinars were made system to track skill development, 3. Technical delivery sessions: available in the day, evening and at and supported the flexible delivery of learners provide feedback the weekend, and ran multiple times English and maths functional skills. following each technical taught per week, providing the flexibility that session, and indicate whether employers were looking for. Project aims they feel they have developed new skills applicable to their job. English and maths specialists were • Create employer influenced 4. 4Quarterly skills appraisal: employed to support the webinars, technical training models that staff review learners’ progress and sessions included remote tasks deliver improved retention, towards their apprenticeship and group work online. satisfaction and student outcomes. standard/framework and • Effectively measure learners’ skill associated qualifications, provide development over the course of an an indication of the end point Project outcomes apprenticeship programme. assessment grading, review • 99% of the 910 LCOAT learners • Identify whether English and maths the three skills identified, and establish future SMART targets. who took part in the technical can be delivered, and achieve better delivery sessions said that they results, through a flexible online 5. Learner and employer voice: had developed new skills; 96% of programme that meets employer twice-yearly consultation employers said that students’ skills need. establishes whether the had improved. programme has developed new skills. • Apprentices’ English and maths What the provider did pass rate was 78%, which was 17% 6. Exit review: feedback is gathered higher than 2016/17 (nearly 25% The College ran focus groups with from learners and employers higher for maths). at the end of the programme employers and partner organisations • Students welcomed the flexibility to explore potential new curriculum to identify areas for future development. of the webinars, and recommended models, in line with the apprenticeship the format as an effective way to standards. learn. Increase the flexibility of delivering Two key areas were identified and English and maths skills formed the focus of the project: Employers needed a solution that Effectively measure how apprentices allowed apprentices to study outside develop new skills of normal working hours. The College created a 12-week online programme A six-step process was introduced to of English and/or maths across Levels Outstanding Teaching, Learning and Assessment Technical Skills National Programme 25

“ Takeaway message TECHNICAL SKILLS ROUTES The webinars were fun…I felt Business confident before sitting my tests, Administration, and and was pleased when told I had For too many years achieved my Level 2 English and apprenticeships have delivered Construction maths.” qualifications and some skills. Today, that is no longer good

TEAM LEADER APPRENTICE, enough. Measuring whether new PROVIDERS LCOAT “ skills are being developed will 7 allow you to improve your offer and make a real impact. PRACTITIONERS AND MANAGERS Moving towards outstanding teaching, learning and 75 direct and assessment 11 indirect • The project improved the skills and competence of practitioners to deliver outstanding teaching, LEARNERS learning and assessment by creating new delivery models and 420 focused training interventions for the apprenticeship standards. • A methodology was established EMPLOYERS to track how apprentices develop new skills. This supported 13 quick curriculum reviews and improvements to practitioner PARTNERS lesson plans. Bellway, Berkeley Group, Blu3, Tips for success CNWL, Countrywide, Danny Sullivan Group, DB Cargo, Deere • Use collected data to directly input Training, Ensis Solutions, Erith, into the curriculum, particularly Geason Training, Hillingdon where programmes are identified Council, Hull College, Morgan as not meeting project objectives. Sindall, Nottinghamshire Futures, • equired by most employers and Royal Borough of Greenwich, learners, and can deliver higher Triumph, VWNC and Yearsley retention and pass rates. Group. • Support apprentices through their programme, listen to their feedback, and continuously reinforce learning. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 26

Rathbone Training

Project overview for vocational staff, with a integrate communication systems particular emphasis on providing into recording systems to ensure all Rathbone Training recruited two access to updating at Level 5. staff have an up-to-date knowledge Teaching and Learning Champions Tutors accessed updating with on…how to deal with complaints (TLCs) who were tasked with Luton & Dunstable NHS Trust, and safeguarding issues.” developing a range of resources to United Healthcare and Feng Shui support best practice in technical House Care Home Group. Apprentices: skills teaching, learning and • A monthly ‘off-the-job’ tutor alert, • “It has been a great experience and assessment (TLA). Through true sent via email and linked to the I have learned a lot. The way the partnerships with employers and forum, which identifies training to apprenticeship is laid out is very teaching teams, these resources were support apprentices, and provides easy to understand.” implemented across the delivery of tutors with links to materials and • “I have been extremely happy with social care apprenticeships. resources. my tutor, the time and effort he has • An employer-focused safeguarding, put in and the way he helps me… Project aims Prevent and radicalisation this is much more interesting than conference day. school.” • Ensure social care apprenticeships reflect current working practice, Project outcomes Employers: engage learners, and meet the needs of employers and the • “Knowing tutors have up-to-date Providers: modern workforce. knowledge and skills means our • 17% overall increase in the number apprentices get the best support • Develop resources, in collaboration of observations being graded ‘good’ and experience.” with employers, that support the or better; a 16% overall increase development of outstanding TLA. • “New learning allows staff to in the number of observations look at their performance and graded as ‘outstanding’ (across all implement what they have learned What the provider did partners). to continually improve.” • 35% overall increase in the social The TLCs formed partnerships with care retention rate across partners. a range of local employers. These Moving towards outstanding • 22% overall increase in the social teaching, learning and links supported the development of a care achievement rate across number of resources, which included: partners. assessment

• An online best practice forum • The TLCs have been an invaluable Practitioners: to share skills, knowledge, asset, providing a dedicated experience and materials that • 83% of social care tutors have resource to identify, develop and support excellence in technical accessed the best practice implement innovative teaching, skills delivery. The forum was forum; 81% of these have used learning and assessment practice developed using Basecamp, a the resources to support their that enables outstanding technical platform that provides storage for apprentices. delivery. resources, including documents, • The forum received a 4 star rating • Post-project, Rathbone Training presentations, video and audio out of 5, and the materials used has recruited a permanent TLC files. Tutors were able to ‘chat’ were rated 4.5 out of 5. to continue to develop the work to participants in real time, post • “I have been able to use the and champion innovation and best queries and upload materials. knowledge gained on my placement practice sharing. • Employer-based CPD placements to advise Level 5 learners how to Outstanding Teaching, Learning and Assessment Technical Skills National Programme 27

• A partner provider is now working TECHNICAL SKILLS ROUTE with an NHS Trust to deliver the new Standards in social care. Social Care

Tips for success PROVIDERS • It is essential to collaborate 5 with employers, and form ‘true’ partnerships. The nature of the new Standards in social care mean that PRACTITIONERS AND MANAGERS providers do not necessarily have the expertise to deliver everything 67 direct a Standard contains. A partnership and model ensures that specialisms can be provided and guarantees 123 indirect employer engagement and involvement. LEARNERS • Ensure ‘NVQ assessors’ can move from a traditional assessor 185 role to one of a tutor, coach and mentor, can access CPD and best practice materials, and can develop EMPLOYERS reflective practice. 2 Takeaway message PARTNERS Encompass Consultancy, Feng The most effective CPD is ‘the Shui Nursing Homes (Blackpool doing’. Outstanding materials and and Blackburn), Intraining Ltd, resources can help to underpin Newcastle College, Next Steps the delivery of outstanding Training, United Health Ltd, West technical teaching, learning and Lancashire College and Woodview assessment, but the best resource Care Home (Sheffield). is tutor skills and knowledge, and that is gained by going and doing. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 28

Reaseheath College

Project overview LEAN work placement programme. • Students have access to more advanced equipment and a wider To address a skills gap between Two days of CPD were held with farm employer base, and are confident existing teaching and learning and the and curriculum staff to review and that the programme is providing requirements of the dairy industry, finalise new curriculum material and them with the skills required by Reaseheath College embedded LEAN upskill staff members. A core team of industry. management principles throughout five staff then completed a further five its curriculum content and practical days of intensive training as part of Moving towards outstanding experiences. Supported by an the ILM qualification. LEAN was also employer group, the project sought embedded into the students’ induction teaching, learning and to enhance learners’ skills and week. assessment competencies through practical ‘end goal thinking’. An additional CPD programme was • Teaching and learning has been developed for the employers taking transformed as a result of a Project aims on LEAN students, in addition to an redesigned curriculum based employer handbook. This programme around LEAN principles. The addressed common skills gaps in the • Integrate farm and curriculum curriculum enables students to sector, including data management. activity, and use farm performance apply their learning, develop as data to inform classroom delivery. independent learners, and benefit Following the implementation of the from close links with employers. • Embed LEAN principles throughout new curriculum, a best practice event • Feedback shows that the revised the curriculum, with a target of 20 was delivered to colleges that wanted hours of new bespoke delivery. curriculum has equipped learners to embed this approach within their with a strong understanding of • Engage students as they move organisation. value creation, and has placed them from modelled scenarios to real-life at the cutting edge of the sector. situations. Project outcomes • Develop standard operating procedures for each farm process • All agriculture and farm staff have in order to deliver production been upskilled, and are involved I“ marked one of the best stock efficiencies and high quality, in establishing what outstanding workbooks that I have seen in consistent learning points. teaching, learning and assessment • Create new problem-based industry looks like. the last five years. The amount of detail showed the student could projects, delivered by students on • The enhanced practical element work placements, to develop and of the curriculum has increased relate what she had done on [the] implement LEAN protocols on engagement among students who farm and how it impacted the farm farms. face barriers to academic learning. business. The quality of project

• New cross-sector employer work has improved considerably.

networks have been developed, and What the provider did “ employers are confident that a pool J. CLEGG, INSTRUCTOR The College held a project launch of highly skilled future employees is meeting, attended by the Peer Advisor, being created. curriculum and farm staff, and senior • Intensive CPD has resulted in an management. The project team enthused and motivated teaching reviewed amendments to the College team that has adopted the curriculum alongside the employer principles of LEAN management group and discussed the proposed and applied them to their teaching. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 29

Tips for success TECHNICAL SKILLS ROUTE

• Senior leadership buy-in was key to Agriculture, the project’s success. A champion at management level gave the Environmental and project a profile, and legitimised the Animal Care significant time, effort and resource needed for project delivery. • Close working relationships PROVIDERS between farm and curriculum staff interweaved previously 7 diametrically opposed priorities – for example, commercial operations versus educational delivery. PRACTITIONERS AND MANAGERS • The fundamental principle of LEAN management is one of continuous 278 direct and improvement, which requires cultural change. A LEAN team is the 6 indirect core around which this change can happen. • A dedicated project management LEARNERS resource, over and above practitioner managers, is essential. 1,612

Takeaway message EMPLOYERS 49 The project enabled us to work with employers in a new way. It PARTNERS: has become more of a partnership, Andrew Fletcher Grassland with learners, practitioners and Solutions MD, Andrew Higgins, employers now able to really Arla, Belton Cheese, Cope Farms, identify where and how value is Ed Dale Farmer, Grosvenor Farms added in the relationship. Ltd, Harvey Hughes Consultants, Hill Farm, Leavesley, Muller Wisemans, Nemi Milk, Orchard Farm, Sainsbury’s PLC, SAOS Ltd. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 30

Solihull College and University Centre

Project overview • Building Services Engineering for Project outcomes Level 3 students. Solihull College and University • Structural Mechanics for Level 3 • Employer and education Centre and its partners developed a students. partnerships have improved, and series of projects to upskill Civil and • Sustainability for Level 3 students. regional and national networks Building Services Engineers. Working have developed, linked to TAC groups, comprised of engineers from employers. The completed projects were shared industry with relevant specialisms and with a network of colleges and • The project has increased CPD teachers working with apprentices education providers at a national opportunities in the sector, which from the Technician Apprenticeship conference in January 2018, for use will ensure that outstanding Consortium (TAC), devised dynamic with their own apprentices. practice is disseminated more projects based on current industry widely. demand and practice, and focused on In addition to the development of • Engagement with local schools increasing the number of women in these projects, female apprentices has increased and, in the longer- engineering. were given the opportunity to train as term, it is hoped that there will be Women in Science and Engineering a surge in the number of women Project aims (WISE) ambassadors. As WISE role applying for apprenticeships that models, participants would promote are relevant to TAC employers. • To make teaching, learning and careers in STEM subjects to girls aged • Employers now have a better assessment in professional over 15. understanding of the role education construction disciplines more providers play in delivering training dynamic, exciting and engaging. WISE delivered a series of training to apprentices. They are also more • Increase the involvement of events for female apprentices, giving confident that providers deliver the employers in programme design them the skills and knowledge needed required standard of education. and delivery. to lead events in schools. By July • The curriculum is more relevant • Increase female representation in 2018, each WISE role model will and exciting for apprentices and the engineering industry. have attended at least one school to full-time students. promote female roles in engineering. • Moving towards outstanding What the provider did teaching, learning and assessment • Teaching and learning is better The College hosted a launch event supporting the development of to share objectives, outline the The themes of this project are high on our agenda so we were keen to industry-relevant skills. Apprentices benefits, and engage practitioners and feel that they are at the cutting engineers from industry. engage with Solihull College and edge of sector teaching, learning have found the project very useful. and assessment. Five working groups were established, • Practitioners from other curriculum each consisting of two engineers and BRIAN DUFFY, FACULTY DIRECTOR,

areas are looking to develop similar two members of teaching staff, to LEEDS COLLEGE OF BUILDING develop teaching and learning projects “ projects within their sectors in in the following subjects: conjunction with employers. • Access to predesigned, quality • Building Information Modelling for assured resources has enhanced Level 3 students. practitioners’ teaching and • Building Information Modelling for assessment. Level 5 students. • The colleges involved in this project Outstanding Teaching, Learning and Assessment Technical Skills National Programme 31

are now in a stronger position to TECHNICAL SKILLS ROUTE react to the challenges associated with the development of T Levels. Engineering and Manufacturing Tips for success

• Build flexibility, in terms of time, PROVIDERS planning and logistics, into planned employer activity. 4 • Make use of existing relationships rather than attempting to build new ones within the project timescales. PRACTITIONERS AND MANAGERS Engaging new employers can be achieved through other, non- 25 direct and essential activities. • Ensure appropriate resources are 71 indirect allocated to the project, and that a project manager has the time to effectively deliver stated outcomes. LEARNERS

Takeaway message 350

EMPLOYERS Greater links with influential 9 employers who have clear skills shortages in key technical roles gives the colleges an PARTNERS opportunity to promote T Levels ARUP, JS Wright & Co Ltd, as a solution to closing the Leeds College of Building, Mott skills gap. The industry-based Macdonald, STEM Ambassadors, projects themselves enhance Technician Apprentice the training undertaken with Consortium (TAC), UTC T Levels, apprenticeships and Aerospace systems, Women in applied general programmes. Science and Engineering (WISE). Employers value the training for their apprentices, which improves interaction with schools and the gender balance within STEM apprenticeships. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 32

South Devon College

Project overview Beauty skills gaps identified included: ‘motivation to succeed’, ‘preparing stage and screen make-up, cosmetic for employment’ and ‘self- South Devon College created an camouflage, reflexology, and laser confidence’. innovative package of lessons to or IPL hair removal. Hair skills gaps –– “This was a brilliant addition to develop Hair and Beauty students’ identified included: hair extensions, our ‘usual’ day of learning and to skills and techniques, with a specific colouring techniques, Indian head witness and learn from a barber focus on beauty therapy, make-up, massage and razor cutting. Softer who is a prominent figure in his nail technology, hairdressing and skills linked to selling and promoting field.” products and services, as well barbering skills. The project aligns –– “I learnt the most when we were as social media skills, were also industry requirements with the doing the hands-on part of the identified. Professional Standards through a activity, as I felt like I was really Centre of Excellence for Professional involved.” and Technical Development. Five education partners hosted training and development days, and a • New TLA strategies, including creative and experimental Project aims total of 25 workshops were delivered. These workshops were split into approaches to practical skills two areas: learning new professional development, the use of ICT (e.g. • Reduce skills gaps within the Kahoot, iPads, Padlet), enhanced local hair and beauty industry by skills and enhancing TLA strategies. Seventeen employers attended the teacher demonstrations, use adopting innovative, hands-on of video (particularly those teaching, learning and assessment training and development days, with 14 delivering workshops to staff. featuring peers), expert input (TLA) approaches. from employers, group working, • Develop the practice of teaching South Devon College’s Teaching, and blogging, were popular with staff, improve their confidence, and Learning and Assessment Coaches students. enhance how skills are taught and (TLCs) and advanced practitioners assessed. from education partners ran a number • Create industry-standard technical of practical sessions to encourage learning opportunities for teaching staff to consider innovative Within“ the classroom I have been vocational students. strategies for delivery and assessing able to reflect-in-action and students’ skills. respond quicker to the needs of What the provider did the learners. It has emphasised These strategies were used to the importance of salon owners’ The College undertook two surveys deliver innovative lessons. In total, 24 with hair and beauty staff to assess new lessons were created, and five input and how it can enhance the their confidence in industry-related employers delivered sessions directly course.”

skills and reflect on their TLA practice. to students. An additional survey was sent to local TEACHER FEEDBACK “ employers to identify skills gaps in Project outcomes college leavers. • 334 students took part in a new With the support of the City and lesson or workshop. Feedback Moving towards outstanding Guilds awarding body, changes to was positive, with 81% rating their teaching, learning and the qualifications structure were experience as ‘excellent’ or ‘good’. considered. Ways in which delivery assessment • Students said that the new lessons and assessment methods might helped them to develop their ‘soft’ enhance learner achievement were • The training and development skills. The top three skills were: also explored. days led to increased collaboration Outstanding Teaching, Learning and Assessment Technical Skills National Programme 33

between education and employer TECHNICAL SKILLS ROUTE partners. Employers attended the TLA-focused sessions and Hair and Beauty contributed to the discussions. As a result, some have since expressed an interest in the teaching PROVIDERS profession. • The innovative TLA strategies 5 included within lesson plans met areas for development highlighted PRACTITIONERS AND MANAGERS by staff. • The project provided an excellent 85 direct opportunity for teaching and professionals to share practice and support one another on the new 159 indirect technical routes.

LEARNERS Tips for success 334 • Feedback informed the training and development days as they progressed. For instance, EMPLOYERS comments from the first day suggested that staff wanted 14 more hands-on training. This was factored into future sessions. PARTNERS • It is important to factor in project outputs at an early stage to ensure Carol Caine, City and Guilds that quality can be moderated and Group Business, City College maximised. Plymouth, Cornwall College Group, Gershwins Academy, Takeaway message Helena Lyons, Kumiega Skin Care Clinic, PETROC College, RT Hair, Take Two, Tom Chapman and Yeovil College. Employers and providers embraced the opportunity to collaborate from the outset. The five training and development days inspired all those involved, resulting in truly innovative experiences for the learners. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 34

South West Association of Training Providers

Project overview The format of the masterclasses was Project outcomes dependent on the local networking This project brought together training landscape. In some cases, sessions • A total of 21 training providers providers and employers from were added to existing construction (colleges and private providers) and across the South West to develop a groups; in others, they were training 24 employers were involved in the construction curriculum that better provider or employer-led, or involved project. meets the skills needs of local joint working between LEPs and • According to the providers involved, employers. Through ‘masterclasses’ Employment and Skills Boards. the project will impact over 900 that facilitated employer and training students. provider collaboration, participants Employers were keen to work with • Feedback from training providers created job shadowing opportunities, training providers to develop activities included: identified effective practice, and are that raised the profile of sector job encouraging more young people to pathways. A number of activities were –– “There are 400 construction consider a career in construction. proposed: students here; all will have the opportunity to benefit from this project.” Project aims • Employers offered work experience opportunities for the first time and/ –– “[The project enables] greater • Support tutors to understand the or ensured that existing placements consideration of the variety of challenges facing employers in the were structured and effective. roles in construction trades, construction industry. • Careers staff, National Careers which allows planning for future courses in higher levels.” • Create partnerships between Service advisers and tutors had the industry employers and training opportunity to spend a half or full –– “I have a better understanding of providers, leading to improved day with an employer to find out the industry and I will be able to and more effective outcomes for more about the industry. share [this] with students.” learners. • Tutors and teachers job shadowed –– “[The project] has enabled us to • Identify CPD opportunities that at a local construction employer. review our provision to ensure benefit staff involved in the delivery • Local courses were delivered so it meets the needs of local of the construction curriculum. that employers did not have to send employers, particularly with apprenticeships.” • Develop meaningful working their apprentices out of the area to relationships with local enterprise attend training. partnerships (LEPs) to support • Employers gave careers-themed Moving towards outstanding construction as a priority sector. presentations to groups of students at a training provider or college. teaching, learning and What the provider did • Providers invited employers to look assessment around their facilities and meet The Association organised eight with staff to find out more about • Bringing together training providers ‘masterclasses’ across the South what they offer and the courses and sector employers ensured that West, with each lasting between available. TLA met local skills requirements two and three hours. The sessions • Employers involved in mentoring and enabled learners to benefit sparked discussion between and supporting apprentices from employer input into the employers and training providers, and received specialist training. curriculum, assessment and initiated new working relationships delivery. that enabled local employers to feed • Tutors benefitted from exposure to into the development of a revised the local construction landscape, curriculum. giving them skills to use in the Outstanding Teaching, Learning and Assessment Technical Skills National Programme 35

classroom and embed in learning TECHNICAL SKILLS ROUTE plans. • The project changed employers’ Construction perceptions of the current learning environment, providing reassurance on the quality of the curriculum, PROVIDERS facilities and resources. 21 Tips for success PRACTITIONERS AND MANAGERS • Work with a wide range of stakeholders. For example, local 42 direct authority economic development departments, the Federation of Small Businesses, Chambers of LEARNERS Commerce, Education Business Partnerships, LEPs, and local 920 sector employer groups. • Form links with local sector EMPLOYERS initiatives that have similar or complementary objectives. 24 Employers’ time is precious, and creating a new or separate project where others already exist can PARTNERS confuse participants and switch Devon and Cornwall Training employers off. Provider Network, Dorset and • Communicate regularly with Somerset Training Provider stakeholders about project progress, benefits and follow-up Network, Gloucestershire and actions. Wiltshire Training Provider • Ensure all meetings have specific Network, and The Association of aims and objectives, and that Learning Providers for Hampshire everyone agrees next steps and and the Isle of Wight. actions.

Takeaway message

Although it can be difficult to set up employer-training provider relationships to support outstanding TLA, the outcomes far outweigh the hard work and perseverance.

Outstanding Teaching, Learning and Assessment Technical Skills National Programme 36

Weston College

Project overview The College’s catering staff supported six employers at a CPD day, where the “ Weston College ran a pilot project that employers’ needs and requirements I have been in prison for 16 years provided a clear vocational pathway were outlined. Staff were also given now, during which time I’ve gained from entry into prison through to the opportunity to update their skills a Diploma in Professional Cookery. and learn new techniques. employment on release. Focusing This project has given me the on the Catering technical route, the opportunity to put what training project brought together a range A personal development file was of organisations and employers created so that each learner could I’ve had into practice, not only the to provide mutually beneficial record their progress through the cooking element but also the food education, training and employment curriculum and evidence their hygiene and safety, and running a opportunities. readiness for employment. A review of commercial kitchen. My proudest the maths in catering resources was moment, however, was receiving also conducted to support learners to Project aims a 5 star rating from the EHO upskill in maths. after our inspection. I know that • Pilot an outstanding ‘end-to-end’ One of the key outputs from the the experience gained from this technical education route that project was the opening of Leyhill project will put me in good stead provides prison-based learners with

Grounds coffee shop. This supports employment opportunities. on release.”

up to eight learners at a time, who • Work with partner organisations are still prisoners, to develop their PAUL, PRISONER “ across three project phases catering and ‘soft’ skills while serving (induction, education and exit), the general public. putting the prisoners’ needs at the heart of the journey. Other project outputs include • Take a proactive and creative the creation of 10 Employment Project outcomes approach that unlocks individuals’ Champions, who focus on potential and transforms lives. employability within teaching, learning • Staff place an emphasis on • Reduce re-offending rates and the and assessment (TLA), and act as employability skills in lessons, impact of crime upon society. a point of contact for referrals to which has led to a greater employers. understanding of the ‘soft’ skills required by employers. What the provider did • Learners have a clearer pathway The first step was to identify catering to employment, with milestones employers to work with ex-offenders. documented in a personal The College worked with these development file that is used as a employers to design a curriculum record of achievement. that met their needs and that offered genuine employment opportunities to • There has been a significant learners on their release from prison. increase in the number of employers that are willing to work An initial project framework was with ex-offenders. mapped, which was then discussed • The curriculum is designed with various agencies from each around prison release areas and prison. Each of the 10 prisons involved labour market information. This had their own requirements, as did will see a reduction in skills gaps, each of the employers. unemployment and offending rates. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 37

Moving towards outstanding Technical skills route teaching, learning and Catering assessment

• Learners now look beyond the Providers qualification and believe that there are genuine employment 5 opportunities when they leave prison. Over time, it is hoped that these opportunities will increase, Practitioners and managers as employer links grow in all curriculum areas. The value of 34 direct and 37 vocational education courses will be enhanced as a result, indirect with learners appreciating the importance of education in terms Learners of securing work. • The incentive provided by the 36 offer of employment means that learners are far exceeding awarding body requirements. Evidence Employers of assessment and progress is also recorded more accurately. 6 Previously, there was no measure of the distance travelled against start points; however, this is now Partners captured during classes to aid Bella Italia, Café Rouge, DWP, Fat differentiation and evidence the Tony's, HMP Leyhill Grounds, learner journey. McDonalds, National Careers Service, Offploy, School of Food, Tips for success Shaw Trust, Working Links and Yo! Sushi • Hit the ground running. Be in a position to start reporting on developments as soon as the bid is awarded. • Think outside the box to resolve any issues or barriers that arise as part of the project. • Don’t underestimate the time required to deliver a meaningful project. It is important to be innovative and groundbreaking on top of your normal duties. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 38

Phase 2 development project case studies

Abingdon and Witney College

Project overview the unit, an electrical engineer was The engineer suggested that this paired with a computing graduate teaching model could be expanded Abingdon and Witney College worked from Oxford Brookes University. into other areas: with vocational experts to deliver The engineer had no programming outstanding teaching, learning and experience, other than using basic “It certainly helps to observe and learn assessment (OTLA) in programming software, while the computing within the classroom context. It does for robotics and automation. The graduate had programming expertise require careful planning, time needs project simultaneously upskilled but no knowledge of robotics to be allocated, and the vocational College staff in an area of engineering engineering. expert/employer needs to realise that critical to the future of the sector. it requires far more input than just Prior to each teaching session, the coming in to deliver a talk. I think it Project aims staff met for a planning meeting, could be applied to other aspects of which typically lasted between one robotics.” and two hours. The meeting identified • Explore the use of vocational key learning outcomes for both experts and employers in The programmer also saw the benefits themselves and the students, and classroom delivery, while also of a collaborative approach: outlined who was responsible for each upskilling teaching staff. aspect of the session. • Develop learners’ programming “Having the programming expertise is not sufficient to deliver a lesson; skills, an area identified by two A lesson plan proforma was devised to careful planning and collaboration partner employers (Active 8 Robots improve planning. After each session, are necessary to ensure that the and JSP) as vital to the robotics the pedagogical and vocational requirements of the specification are industry. experts were asked to reflect on the met. This is not something I would • Support staff to keep their lesson, and whether they had achieved normally consider when asked to give technological skills up-to-date and their individual learning outcomes. a talk.” provide CPD relevant opportunities These learning outcomes were based – with a particular focus on on the development of sufficient Learners responded positively to co- programming for robotics and confidence and skills to independently delivery: automation. deliver sessions in the future. “Initially, it was strange having two What the provider did Project outcomes tutors, but we got used to it. It was good having Imran’s engineering The Microcontroller Systems for Feedback from the electrical engineer knowledge to put the programming in Engineers (Unit 6, BTEC Nationals on the co-teaching model was context and we certainly learned from in Engineering) unit was chosen for positive: Jared. I feel more confident about the the project, as the specification lay controlled assessment now.” outside the expertise of both the “It helped having an expert in the College’s engineering and computing classroom to answer specific staff. programming questions and to guide the learners. It was easier than trying For the programming elements of to find the time to learn on my own.” Outstanding Teaching, Learning and Assessment Technical Skills National Programme 39

Moving towards outstanding Takeaway message TECHNICAL SKILLS ROUTE teaching, learning and Engineering and assessment Manufacturing The co-teaching model provided It is very possible to upskill within students with an outstanding a classroom setting but it does learning experience. The quality require additional planning and PROVIDERS lead responsible for assessing OTLA preparation time. However, this observed one of the sessions and was less than the time required 1 commented that: for formal CPD activity. It requires a good working relationship PRACTITIONERS AND MANAGERS “The combined delivery provided between the co-tutors for it to be a an outstanding experience for the success. 18 direct learners. Individually, delivery was and good, and there was evidence of careful planning, with each tutor’s 10 indirect input complementing the other. Student learning was observed to be excellent, and their feedback was LEARNERS positive.” 190 Tips for success

• Allow sufficient time for planning EMPLOYERS and the sharing of knowledge between experts. 2 • Ensure the vocational expert understands the skills and input PARTNERS required to deliver a session to students. Active Robots, Basingstoke • Provide a clear delineation College of Technology and of classroom management JSP Ltd. responsibilities. • Allow time for post-lesson debriefing and self-reflection. • Try not to be too ambitious: focusing on a single teaching model gives staff the opportunity to fully engage with and understand the aims of the project. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 40

Blackburn College

Project overview jointly delivered masterclasses to • With the support of the learners on a range of courses. This ambassadors, practitioners Blackburn College, Bolton College included students on Level 2 in ICT, have been inspired to change and Nelson and Colne College worked Software Development, and HND in the curriculum and embed new in partnership to trial an employer Computing Systems with Gaming technology into their teaching. engagement model that supports routes. • More frequent discussions with digital teaching practitioners to bring employers have encouraged real world learning into the classroom, The masterclasses were embedded practitioners to ensure teaching deliver an employer-led curriculum, into timetabled sessions, either as reflects current industry practices. and improve the quality of teaching, part of a subject theory or tutorial session. A total of 13 sessions were learning and assessment (TLA). Employers delivered to 278 learners. • Employers now play more of a role Project aims Data was collected to capture the in curriculum development, and impact of each masterclass on communication pathways have • Provide inspiring, employer-led practitioners’ teaching practice and developed between employers and masterclasses that bring the learners’ skill development and career students. digital industry to life and give aspirations. • Increased engagement has led to learners an insight into the world of employers feeling more valued and employment. Practitioners evaluated their skills at confident in the curriculum offered. • Organise relevant and useful the end of the programme to assess • An increased focused on the sector industry placements for staff learning gains and identify the impact and potential career pathways is that enable them to enhance their on their TLA. helping to address recruitment technical knowledge and skills. shortages. • Collaborate with employers to develop a new curriculum that Learners reflects current industry practices The“ project has enthused teaching and addresses local skills gaps. • Learners’ communication skills staff to link with industry and have developed, and they have opened their eyes to the different more belief in their ability. This has What the provider did career pathways available for resulted in improved confidence learners. when dealing with employers. Seven digital ambassadors were • Industry experts provide students recruited from industry, after being DAVINA POLDING, EXCELLENCE AND with high quality and impartial approached by Blackburn College’s INNOVATION MANAGER, BOLTON “ careers advice, enabling them to Industry Links Manager for STEM. COLLEGE make informed career choices. Each ambassador was then paired • Learners are making better choices with a teaching practitioner from each about their social media presence college, in order to support their skills and how they present themselves. development. Project outcomes Practitioners were given time away from the classroom to develop a Practitioners partnership with their ambassador, • Practitioners’ technical skills have and to create content and resources improved, and they now have a for a series of digital masterclasses. greater understanding of careers The ambassadors and practitioners available within the sector. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 41

Moving towards outstanding Takeaway message TECHNICAL SKILLS ROUTE teaching, learning and Digital assessment Establishing partnerships between • Employer engagement has enabled PROVIDERS practitioners to increase the quality employers, practitioners and of their teaching, its relevancy to providers takes time, commitment 4 the world of work, and learners’ and communication. The benefits employability skills. outweigh the challenges if both • The project is linked to the are engaged and enthusiastic, PRACTITIONERS AND MANAGERS Professional Standards, which and it can make a considerable makes it easier for practitioners to 12 direct difference to teaching practice – and self-reflect, assess and understand and keep providers one step ahead how the work supports teaching 3 indirect practice and CPD. in the preparation for T Levels. • Improved digital knowledge and skills has enhanced TLA across LEARNERS different subject areas. For example, a Blackburn College 278 practitioner is working with their ambassador to create a project brief for Business and IT Career EMPLOYERS Academy learners. 7 Tips for success PARTNERS • Provide all project stakeholders Bolton College, CONEL, Digital with a comprehensive briefing, clear Lancashire, JP74, Magma Digital, role descriptions and boundaries. Modern English, Nelson and • Ensure the right people are involved in project delivery. The digital Colne College, ROQ, The White ambassadors knew the industry, Room and VR Safety. could present well, and had the skills to engage learners. • Ensure senior and curriculum management buy-in. Allow time for planning and management to ensure it is prioritised. • Link the project to the Quality Improvement Plan. This will encourage senior management involvement and enable practitioners to see how activity links to wider college outcomes. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 42

Grimsby Institute Group

Project overview Placement staff were given a Project outcomes pre-placement planner in order The Grimsby Institute for Further and to capture specific goals, which • All 24 staff either engaged directly Higher Education, East Riding College included improving TLA, forging with ‘back to the floor’ activity or and Rotherham College established a industry links, ensuring teaching were updated by those who did, Skills Exchange Network for Teachers is in line with current practice, and and supported their students to (SENT) partnership, arranging industry engaging employers around T Level progress during observed lessons. work placements for teaching staff qualifications. • 96% of students surveyed reported from a variety of technical routes. that their learning experience had Staff shared their experiences with • Catering and Hospitality: The improved due to the provision of colleagues, applied their learning to placements provided teaching staff work-related information, with 51% teaching delivery, and supported the with up-to-date industry knowledge saying it made a ‘big difference’. creation of a best practice toolkit to in different settings, from Michelin encourage employers to host ‘back to starred restaurants to college • 91% of students knew more the floor’ placements. catering. about progression routes and • Digital: The placement was planned employment opportunities. Project aims with the introduction of T Levels in • 87% of employers surveyed mind, as well as a need to develop regarded vocational education as a wide range of digital skills across important to their company. • Encourage teaching staff to sectors. update their skills and improve • 75% of employers said they were their practice in order to positively • Construction and Engineering: The now more likely to engage with change the culture and quality of placement sought to upskill staff in education providers in the future. technical teaching, learning and the latest practical techniques. One student experience. tutor’s goal was to encourage more women into the sector. • Improve employer relationships, “ enabling learners to make more • Hair and Beauty: The aim was I am able to improve our local informed career choices through a to attract more male students curriculum by addressing the destination-focused curriculum and into a growth area, and broaden needs of local employers, thus style of delivery. opportunities for all learners. improving progression and the • Support learners to progress enrichment of the learners through

and achieve, and improve the Fourteen placements took place outstanding TLA methods.

quality of and access to impartial between October 2017 and January 2018. Staff shared information “ information, advice and guidance. DIGITAL TEACHER with colleagues and brought their experiences back into the classroom, What the partnership did with the aim of making their teaching, learning and assessment outstanding. Partners were encouraged to identify Moving towards outstanding new and existing employer contacts, The partnership developed a teaching, learning and taking advantage of local knowledge supporting toolkit, ‘A Guide for assessment and leveraging their specific skills. Employers to Host Teacher This resulted in a wide range of Placements’, which included a menu • Positive links have been identified placements, both in terms of technical of employer activities and training route and duration. between workplace CPD for staff models to enable employers to more and the learner experience, which confidently approach work-based can be modelled and replicated learning. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 43

across technical routes. TECHNICAL SKILLS ROUTES • Staff ‘back to the floor’ activities were planned in a deliberate Catering and manner, with specific aims around TLA, employer relationships and Hospitality, capacity building. Construction, • A collaborative partnership model has been tested, and results and Creative and Design, feedback shared. This supports the sharing of good practice, and Digital, Engineering leverages cross-partner employer relationships that can support and Hair and Beauty further staff training. PROVIDERS Tips for success 4 • Placements need to be planned at the earliest possible opportunity, PRACTITIONERS AND MANAGERS as providers and employers work to different calendars and priorities 19 direct throughout the year. and • Individual teaching staff prepare for placements in different ways. 35 indirect Although the pre-placement planning paperwork standardised expectations, a short training LEARNERS session for those going on placements is recommended. 350 • As the Professional Standards become embedded, they can play EMPLOYERS a greater role in the development of a project. This will create a 9 clear structure for reflection, professional development and impact assessment. PARTNERS East Riding College and Takeaway message Rotherham College

Staff CPD in the workplace can create important relationships with employers, keeping them ‘warm’ for further collaboration and helping them adjust to changes in vocational education. For educators, this will be a key plank in the successful implementation of the Post-16 Skills Plan. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 44

London South East Colleges

Project overview The Academy was supported through the creation of a Career Advantage “ Working with employer partners, Coach role. The Coach mentored both The coaching programme gave London South East Colleges created employers and learners ahead of a teachers the opportunity to an innovative 360-degree learning work placement, and supported those actively reflect and identify gaps students on a placement. Carefully model focused on the development in their practice, and to adopt new of technical and employability skills coordinated work opportunities were strategies to improve teaching, for the hospitality industry. This matched to learners’ skills, behaviours collaborative approach included and attitudes. learning and assessment towards teacher and employer skills training, outstanding. Teachers particularly technical masterclasses and high All teaching staff were assigned a liked the opportunity to plan, do, quality work experience placements. Teaching Skills Academy Coach who observe and reflect. provided personalised one-to-one

Project aims mentoring and support. A quality LOLA OLUTIMEHIN, TEACHING assurance programme of learning SKILLS ACADEMY MANAGER “ walks, work scrutiny, conversations, • Create a 360-degree learning model and developmental observations gave where the boundaries between teachers a clear focus to develop vocational teaching, learning learning, behaviour and technical and assessment (TLA) and work Project outcomes skills. experience are removed. • The creation of a 360-degree • Enable industry partners to take a Masterclasses were delivered by learning model broke down barriers hands-on approach to shaping and employer partners following intensive between college-based and collaboratively developing technical one-to-one coaching sessions on employment-based TLA. TLA. the fundamentals of teaching and • Deliver an outstanding Teaching learning in further education. The • High quality work placements Skills Academy coaching masterclasses included sessions supported learners’ technical skill programme to enhance the on specialist food preparation development. teaching and learning skills of techniques. On completion of each • The masterclasses increased employers and industry staff. masterclass learners had access to students’ engagement in the further training opportunities and industry, which has had a positive What the providers did industry placements. impact on attitudes and goal- setting. To deliver a 360-degree learning • Learners identified improvements model, the College took a number of in entrepreneurial skills, flexibility, key steps. networking and communication techniques, and technical A Teaching Skills Academy was knowledge. established to provide bespoke • In line with the Professional coaching sessions for employers Standards, the biggest on curriculum content, map work improvements identified by placements to qualifications, and teaching staff include: building deliver meaningful masterclasses. A positive and collaborative teaching toolkit resource was created relationships; evaluating practice to embed learning. with others and assessing its impact on learning; and applying Outstanding Teaching, Learning and Assessment Technical Skills National Programme 45

appropriate and fair methods of study. For example, reviewing TECHNICAL SKILLS ROUTE of assessment and feedback different perspectives of what to support progression and ‘outstanding’ looks and feels like Catering and achievement. highlighted an employer preference for employability over technical Hospitality Moving towards outstanding skills. teaching, learning and PROVIDERS Takeaway message assessment 2 • Findings from focused discussions with a diverse PRACTITIONERS AND MANAGERS range of learners, teachers Do not underestimate the power and employers has enabled of strong employer partnerships 20 direct the College to identify different to shape curriculum provision and perspectives of what ‘outstanding’ in response to the demands looks and feels like within of the industry. Employers are 79 indirect Hospitality. fundamental to enriching the • Completing the Professional learner journey, and the successful Standards self-assessment at LEARNERS the start and end of the project progression of learners taking demonstrated the journey taken their next steps into employment 168 in making judgments about within the hospitality industry. what does and does not work in practice. It also highlighted EMPLOYERS a developing knowledge and understanding of theory and 3 practice, and the expertise and skills needed to ensure the best possible outcomes for learners. PARTNERS C H & Co, D & D London, Royal Tips for success Lancaster London, Springboard UK and Welcome Skills. • It is essential to plan curriculum delivery in collaboration with employers to ensure that partnerships are mutually beneficial. • Successful collaboration depends on excellent communication and the sharing of transparent roles, responsibilities and expectations. For example, the Christmas period is one of the busiest times of the year in the hospitality sector, so realistic expectations of partner involvement during this time were set. • Technical qualifications should focus on the skills required by industry, and opportunities for skill development should be well planned to enhance the programme Outstanding Teaching, Learning and Assessment Technical Skills National Programme 46

Nelson and Colne College

Project overview an agreed upon definition of what careers guidance to learners. constitutes outstanding TLA. • 100% of education and employer Nelson and Colne College’s Creative partners stated that their staff Futures project has a three-tiered Using information from the surveys, benefitted from the project. teachers were matched with approach that drives the development • The two-way learning process, employers, and spent a day ‘back to of outstanding teaching, learning which enabled tutors to learn from the floor’ in a business that mirrored and assessment (TLA) in an industry and industry to learn more their own teaching specialisms and employer-focused Creative and about the teaching process, was a curriculum. Design curriculum. Featuring work truly collaborative exercise. shadowing, CPD and co-delivery • The project gave students the by employer partners, the project The day included work shadowing opportunity to experience live briefs provides a best practice TLA model and discussions with employers. and direct creative engagement. ahead of the introduction of T Levels. Employers and teachers were invited back for a progress meeting, to review Project aims activity, discuss challenges, and to input into the development of the The“ experience of working with creative hub. CPD was requested and • Increase employers’ awareness of industry professionals impacts offered to staff. their role in technical education, on students at all levels of my and encourage them to input into teaching, giving me an up-to- In some cases, teachers took the curriculum. date understanding of the work their new skills straight back to • Equip Level 3 teaching staff with the classroom; in others, skills will that exists outside College, and up-to-date, industry-relevant be embedded in the future. Some the skills the students require to technical skills, which they can employers were keen to deliver to undertake work experience.

pass on to learners. learners, and these sessions took

• Support students to understand place in the classroom and the CERISE WARD, LECTURER, NELSON employment opportunities and workplace. In one instance, a teacher AND COLNE COLLEGE “ development needs, resulting in and employer co-delivered to learners positive destinations, sustainable in an art gallery. employment, or further education. • Establish a ‘creative hub’ for The creative hub, accessed through Moving towards outstanding partners, students and employers. the Nelson and Colne College teaching, learning and website, facilitates the sharing of ideas and practice, and sustains assessment What the provider did relationships built through the project. It is also home to work experience • The most significant change in All stakeholders attended a opportunities, CPD resources, teachers’ self-assessment has launch event, which introduced employer guidance, and learner come in their professional skills, the educational context, project portfolios. with progress made in relation objectives, intended outcomes, and to maintaining and updating the plan for a ‘creative hub’. Project outcomes teaching expertise and vocational skills through collaboration with Teaching staff completed a survey employers. This demonstrates to assess their baseline skills. • Project outcomes have been more measurable progress in the Both teachers and employers also diverse than originally envisaged. development of TLA, which will completed a Professional Standards For example, one community arts be built upon in preparation for T questionnaire, which resulted in partner has offered to deliver Levels. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 47

• The process of engaging TECHNICAL SKILLS ROUTE employers, harnessing their expertise, and seeing the impact Creative and Design on learners has encouraged the College to expand its employer network and prepare partners for PROVIDERS their role in developing the T Level curriculum. 4

Tips for success PRACTITIONERS AND MANAGERS

• Collaborative teaching of skills, 38 direct knowledge and behaviours can and take place in a variety of ways. Ultimately, the type of delivery will 5 indirect be dependent on an employer’s time, facilities, resources, and confidence in becoming an LEARNERS educator. 377 • Contextualising the role of employers in technical education enables them to see the bigger EMPLOYERS picture and to envision their contribution, benefits and rewards. 10 • Creative sector employers value new ideas and want to feel part of a community, as this fuels their work PARTNERS and provides access to a talented Blackburn College, Curious pool of learners. Minds, InSitu, Oldham College • When examining staff skills gaps and Wakefield College. it is crucial to identify common areas so that CPD training can be delivered effectively to the largest number of staff.

Takeaway message

This model facilitates effective collaboration around the curriculum, pedagogy and assessment, and meets the aspirations of the Post-16 Skills Plan. We listened to employers and learned from their expertise to develop curricula that reflect current industry skills and practice. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 48

West Thames College

Project overview through fortnightly review email and telephone exchanges. Feedback from “ West Thames College’s Blended tutor practitioners was captured The materials developed will really Logistics Learning project brought through project meetings and vox pop take learners into the industry – it together employers and training activities. is important to map behaviours providers from across the UK to to skills and knowledge for an explore blended learning as a tool West Suffolk College supported the industry that thrives on customer to drive improvement in teaching, initial development of the blended learning and assessment (TLA). The learning materials through their Skills demand. project sought to develop work ready for Success resources. These were

CARL LOMAS, CHAIR, INSTITUTE OF learners, meet the new apprenticeship used as a basis from which West “ standards and improve TLA across Thames College was able to plan COURIERS the Logistics and Transport technical content, consult with partners and route. employers, and lead the creation of blended learning tools for partner use. Project aims Project outcomes All eight tutor practitioners completed the FutureLearn Blended Learning • Increase tutor practitioners’ • Learners responded positively Essentials: Getting Started course. experience of delivering, supporting in terms of engagement and The course explored the role of and assessing blended learning in behaviours, for example arriving technology in enhancing vocational different settings. early at college and/or staying late skills teaching and evaluating the to prepare for the next day. • Design blended learning materials effectiveness of blended learning • There has been an increase of 2% that strengthen the work readiness approaches. Two tutor practitioners in terms of course completion (96% of learners, including apprentices. also completed the Developing Digital from 94%) and an increase of 5% in • Provide an up-to-date, innovative Skills course. learning experience that enables achievement (92% from 87%). students to review and reflect. A total of 98 adult learners on Level • Anecdotal evidence suggests an • Extend relationships with 1 Certificate in Warehousing and increase in learner progression employers and education and Storage and Level 2 Award in Forklift into logistics and warehousing skills providers to increase career Truck Operations courses participated roles. Feedback from a key local opportunities. in sessions involving the virtual employer, Kuehne and Nagel, learning environment (Moodle), digital indicates that those securing cameras, Kahoot, Padlet, YouTube employment are well prepared for What the provider did and Quizizz. These approaches were the job market. used to record feedback and review • By the end of the project all The College and its partners met to practice. students were using evidence confirm and establish partner leads, gathered with a digital camera for learner groups, tutor practitioners, self and/or peer assessment. preferred methods of communication, protocols, timescales and external requirements. Moving towards outstanding teaching, learning and This led to the development of a tutor practitioners’ guide, which set monthly assessment activities and targets. Progress against targets was monitored • Planning is already underway to Outstanding Teaching, Learning and Assessment Technical Skills National Programme 49

strengthen digital pedagogy across TECHNICAL SKILLS ROUTE the College, and the approach of the logistics team will be shared Transport and with other curriculum areas. • It has been agreed that teams will Logistics visit each provider site and that biannual meetings – as a minimum PROVIDERS – will be held for tutor practitioners to compare, contrast and share 4 their use of blended learning techniques. • The project has clear links to PRACTITIONERS AND MANAGERS the Post-16 Skills Plan. These are evident through a focus on 13 direct digital skills, the development and of transferable workplace skills through blended learning materials 20 indirect that focus on behaviours, and support for adults to get a job and stay in work. LEARNERS 128 Tips for success

• Employers were more engaged EMPLOYERS in the project when they worked in groups. Their views, most 5 readily expressed in informal sessions, were clear, helpful and made a significant contribution PARTNERS to the blended learning materials Heart of Worcestershire College, developed. Somax (part of Weston College), • The College took a broad approach South Essex College, Transervice to the development of blended and West Suffolk College. learning and did not prescribe a specific route or focus with partners. By putting a framework for learning and enquiry in place through FutureLearn courses, all tutor practitioners had access to activities and tools to try out. This enabled tutor practitioners to experiment and develop new ideas.

Takeaway message

Develop a project and let your tutors and practitioners run with it. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 50

Phase 3 development project case studies

Activate Learning

Project overview off effective practice was created by assessments providing feedback staff across five colleges which was to students which enabled them to Working in partnerships with then turned into a guide on delivering identify key areas of improvement employers, Activate Learning and externally assessed units. ready for assessment series. partners, explored and developed • Collaboration between staff methods of preparing staff and 25 staff completed industry across the partnership enriched students for external assessments. immersion with employers such as staff experience and supported a Through employer led projects and British Airways and the Hilton Hotel sustained collaborative approach staff industry immersion activity the Group. The experience enabled staff to improving teaching, learning and project created opportunities for staff to gain a greater understanding of assessment. to update their skills and knowledge of industry which allowed them to update current industry practice and improve the curriculum and their teaching, teaching, learning and assessment learning and assessment practice. standards. Moving towards outstanding Employer-led projects were created teaching, learning and Project aims and delivered which provided students assessment with a better understanding of current industry practice. • Prepare staff for external • The project partners concluded assessment including collaboration that it is becoming increasingly with academic staff who have a well-recognised that ‘outstanding’ great deal of experience in teaching “ TLA on vocational courses must for examined qualifications Working with students in our local involve current industry skills and knowledge. • Reinvigorate the curriculum by community is really important working with employers including to us. It gives access to more • Activate Learning deliver an Attributes programme for all full- project-based learning which talent, helps us to understand our develops relevant skills in current time students which focuses on community and gives our staff industry practice the skills required to be successful some opportunities for their own • Ensure staff update their industry in the workplace. This can be done understanding, knowledge and development. through employer-led projects in

skills through time spent in relevant which the focus is on current skills industry placements EMPLOYER PARTNER “ requirements. • An outstanding curriculum on an externally-assessed vocational What the provider did course involves development of Project outcomes knowledge and skills for both Activate Learning delivered two internally and externally assessed training days run by Btec assessment • Retention and attendance data units. experts for staff to update their collected from project partners teaching learning and assessment had increased, highlighting the practice to prepare students improved student experience. effectively for exams. A resource bank • All partners delivered mock Outstanding Teaching, Learning and Assessment Technical Skills National Programme 51

Tips for success TECHNICAL SKILLS ROUTE

• Involve a wide range of staff in Business and employer collaboration Administrative • Staff industry immersion is a valuable method of CPD which should be available to all staff and Providers formalised through an appraisal process 3 • Maintain employer engagement across a large proportion of the course, noting that externally Practitioners and managers assessed units should be delivered with a focus on exact specification 35 direct requirements. and • Sharing is key; when staff complete 12 indirect CPD there should be clear channels for them to disseminate their findings to peers and share good Learners practice. 588 Takeaway message Employers

Employer engagement will be referred 9 to as ‘employer partnerships’ moving forward. We will aim to form a greater Partners link between providers and employers to benefit both over a long-term, Activate Learning, Guildford as opposed to limited employer involvement with providers, such as a College, South Devon College, short guest speaker slot in a lesson. Siemens Healthineers – Karen Faulkner, Oxford City Council, 3M, Hilton Hotel Group, Satellite Catapult, Penningtons Manches, Oxfordshire Community Voluntary Action Group, Bayer PLC, British Airways, Reading University. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 52

City College Plymouth

Project overview employers. These resources were Project outcomes trialled within the professional City College Plymouth and partners services departments. • As a result of the project, 14 new trained employers to manage and apprenticeship opportunities were mentor apprentices. Working with Masterclass sessions on the created across the eight employer local SMEs, the project devised a apprenticeship standards were partners. model for workplace ambassadors facilitated as an approach to • The workshops and masterclasses responsible for conducting mentoring collaborate and share understanding have increased assessor and apprenticeship training on between providers and employers understanding of how best to coach employer premises, to become better to collaboratively develop skills and and support apprentices, including prepared for taking on apprentices capability to support apprentices. This the significant role they can play in in the future through a programme included recognition of the changing helping the apprentice prepare for of collaborative training with college shape of the assessor’s role to and pass the Assessment Gateway assessors. facilitate self-directed learning by the and End Point Assessment. apprentice for on-programme learning • By working collaboratively Project aims to develop their knowledge, skills and behaviours. assessors, tutors and employers have strengthened the relationship 1. To collaboratively develop a model The project delivered mentoring and between provider assessors and to support training providers, coaching workshops for employers the local business community. assessor teams and employer- that could be delivered at an based mentors to enable them to employer’s premises. Employers were fully support apprentices in the Moving towards outstanding also upskilled on the recruitment, workplace. teaching, learning and selection and apprentice induction 2. To upskill the existing Training processes. assessment Provider assessor teams to better equip them for supporting their • Collaboration with local providers apprentices under Apprenticeship and employers allows the assessor “standards”. teams to reflect on their practice “ and increases their understanding 3. To upskill partner employers, The project has been invaluable including coaching and mentoring and awareness of the skills that will in increasing our understanding skills to better equip them to be required in the future. recruit, select and support of apprenticeships and how they • Masterclasses, workshops and apprentices. will benefit our business moving training enabled assessors to gain forward. With the knowledge we additional knowledge and resources What the provider did have gained, we will ensure that to initiate their own research on the apprenticeships, at all levels, will apprenticeship standards that are specific to their industry sector. Research was conducted with all become an integral part of our project partners to understand recruitment and staff development • Supporting staff in the use of digital current levels of knowledge regarding plans. technologies and software such Apprenticeship Standards and to as Smart Assessor and the use of

electronic portfolios has enabled identify the most appropriate forms BUSINESS MANAGER, CITIZENS of support required. Based on the them to support apprentices and ADVICE “ findings, the team co-developed employers to manage their own a range of resources for training learning. They have also proven providers, assessor teams and to be invaluable in aiding training Outstanding Teaching, Learning and Assessment Technical Skills National Programme 53

providers with the implementation Technical Skills Route of periodic reviews using a digital platform. Business and Administrative & Tips for success Legal, Finance and • It is recognised that assessors require new skills as Accounting apprenticeships move from frameworks to standards. For any training provider or employer to Providers fully support their apprentices, support must be provided to 3 assessors. • Sharing of best practice: whether Practitioners and managers through awarding bodies or local networks. As apprentice standards 12 direct are developed, proposed and and approved for delivery it will be imperative to ensure that assessors 114 indirect and employers are part of the learning and best practice culture. • Stakeholder engagement from Learners the outset is important for project success. This will help to increase 132 clarity, build engagement and ownership. Employers Takeaway message 8

Partners The move to apprenticeship Achievement Training, Focus standards means there is a significant Training, Plymouth Community requirement for the role of the current Homes, Citizens Advice assessor to be re-evaluated to align Plymouth, Portcullis Legal, it to the requirements of the new standards. This could potentially Gill Akaster Solicitors, Talem be towards an “Apprentice Learning Recruitment Services, Synergy Coach” model. Accountants, Mission Enterprise and Employability, Plymouth These reshaped positions will also Raiders. require investment to upskill the workforce to ensure assessor skills compliment those required to support apprentices. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 54

College of Haringey, Enfield and North East London (CONEL)

Project overview • Live industry projects should be “ a regular feature within further The College of Haringey, Enfield and Making progress with students education as learners are better North East London, led a project in the and staff on the development of prepared for progression into employment or higher education. 2017-2018 Phase 2 of the programme. projects in terms of industry best The 2018-2019 project aimed to (a) Live projects can develop re-engage Master Technicians with practice have been rewarding. sustainable industry partnerships curriculum teams to plan for the Interactive sessions with the that facilitate T Level preparation, 2018/19 academic year and to (b) future workforce are vital for the for example, employer participants apply the model for collaboration students and the future economy. have offered interviews for industry to the key technical routes of placements. Construction and Engineering, EMPLOYER PARTICIPANT “ • The practitioners involved in this by engaging employers (Master project gained from the workshops Technicians) to deliver specialist and have opportunities to develop training to teachers and learners. sustainable partnerships. Out of eleven practitioner participants, What the provider did Project outcomes 64% indicated that it will be easier for them to embed industry Practitioners were asked what • Over 250 learners attended Master practice, update current resources industry skills/knowledge they would Technician sessions. and have richer discussions with like to update. Employers were • Master Technicians indicated that their learners. approached with the topics suggested working with students created by the practitioners and Master opportunities to recruit creative Tips for success Technicians were identified by the designers/producers from the employers for delivering the training. younger generation, to share new • Engaging employers can be ideas and good practice. difficult. The project initially used The MTs were supported with • Practitioners in both digital media the support of a company who pedagogic training via face-to-face and construction gained new engage construction employers and online support. The training was knowledge about industry practices via social corporate responsibility designed to support session planning which they will implement into partners. Developing a positive and delivery to learners. classroom delivery. relationship with the Social Corporate Responsibility Manager Master Technicians then delivered Moving towards outstanding within a large company is a valuable training directly to students across way of developing a sustainable the provider partnership, working with teaching, learning and provider/employer partnership that teachers and trainers to upskill them assessment is beneficial and for all participants. on current industry practice. • Embedding the use of Master • The learners benefitted from Technicians was easier to achieve teaching and learning that is within CONEL as opposed to aligned to industry needs. Out managing the process with external of 128 learners, 93% indicated provider partners. Curriculum the Master Technician sessions managers are key to getting inspired them and 94% indicated teachers on board. Buy-in and they feel more aware about support from senior management industry or job roles. is also essential. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 55

Takeaway message Technical Skills Route Construction;

Providers need to find ways to explore Digital; and and develop long-term relationships Engineering and with industry partners to sustain a consistent supply of industry talent Manufacturing into technical education. In addition, this would also provide employers with work ready learners. Practitioners Providers and learners have clearly gained from the Master Technician sessions. 6 CONEL established new links with employers who were willing to provide further support and employment Practitioners and managers opportunities including industry placements and live projects. 28 direct and 23 indirect

Learners 274

Employers 9

Partners ADA National College for Digital Skills, SoundSkool, City and Islington College, West London College, Havering College, Kier, Fusion 2, M&D Building Maintenance SVS Ltd, VIP Studios/Charanga, JetMedia, qLegal, The Third Floor, FB Franklin Boateng, BBC. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 56

Derby College

Project overview assessment plan using PBL scenarios. keen to host student visits; the Functional Skills Maths students Derby College developed their The PBL scenarios were delivered to were able to visit McDonalds to 2017-2018 project and designed a students across all routes. In all trials, observe the use and importance of Level 3 Construction and the Built student feedback and practitioner Maths in all business functions. Environment curriculum around reflections were collected problem-based learning and trialled Moving towards outstanding it in a different technical route and to investigate whether it could be teaching, learning and transferred to academic learning “ assessment (Functional Skills Maths). The project In two- or three-years’ time we are aimed to extend the use of problem- going to be doing this, and we’ve • During the project, it became based learning as a pedagogical already practised. We can put apparent that the traditional way approach to creating a future this on our CVs and in our UCAS of judging the quality of teaching, workforce with higher-level skills, personal statements and it’s only learning and assessment in knowledge and behaviours. observations of “lesson snapshots” November in Year 1. and focusing on ‘progress’ in that

What the provider did lesson did not fully align with the STUDENT, DERBY COLLEGE “ emphasis on skills, behavioural The project facilitated tailored and attitudinal development. Derby professional development workshops College observation team had an with teachers to explore the features introductory session on PBL and of problem-based learning, the Project outcomes have required teachers to construct educational values underpinning lesson outcomes in terms of skills/ the approach and the skills-set • Students reported that they enjoyed behaviours and how these might be required for effective development the themed and industry-relevant evidenced in the session. and facilitation of problem-based approach and were able to connect • The contribution of employers learning. The workshops enabled it to “being in the workplace”. Most to co-writing problems and to teachers to develop induction and enjoyed the freedom and trust and meeting and talking to students extended problem-based learning recognised that they had developed has implicitly exposed both scenarios. Employers attended part transferable and practical skills. teachers and students to different of the workshop to assist teachers to • Construction and Built Environment careers and roles in the industry; co-construct these scenarios. teachers developed a curriculum it has also enabled teachers and around PBL tasks aligned with students to connect their studies Several mini-problem-based learning the qualification outcomes for the to employment and has naturally (PBL) scenarios were created in whole of Year 1 around a series aligned college-based studies with maths, Business and Construction of PBL scenarios. They themed future employment. and the Built Environment, to be rolled the unit assessments around the out during induction, in order to build scenarios and in doing so, reduced Tips for success students’ confidence, collaborative assessment burden by 66%. skills and problem-solving skills. The • Employers and practitioners • Problem-based learning scenarios Construction and Built Environment reported they were able to work need to be anchored in meaningful teachers also worked with a together in a meaningful way. industry-relevant contexts, consultant who specialises in PBL Employers were keen to offer achieved through collaboration learning in higher education settings contextualised and realistic ideas between employers and teachers. to design a curriculum plan and for problem-briefs. Most were Outstanding Teaching, Learning and Assessment Technical Skills National Programme 57

• Flexibility is key as the knowledge Technical Skills Route learned by students when they work on problems does not unfold Creative and Design; typically or coherently and may not evidence what was initially planned Engineering and when designing the problem-based learning brief. Manufacturing; and Health and Science Takeaway message

Providers

Problem-based learning requires faith 4 and trust in students to believe that they could do the work and could learn without depending on the teacher to Practitioners and managers feed them everything. When students are trusted and given freedom, they 22 direct produce work beyond the “expected and progress”. And the same is true for teachers. 63 indirect

Learners 293

Employers 7

Partners Gateshead College, New College Stamford, Lakes College, Derby Museum Trust, East Midlands Airport, McDonalds, Padley Group, Groundwork Architects, Northern Music Trust, Andrew James Worldwide. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 58

Gateshead College

Project overview and input. • Students who are on the Autistic Spectrum (ASD) were able to This project aimed to look at how All project participants recorded video participate in work experience and feasible it is to create an incubation reflective diaries, both as a means of projects, giving presentations and studio as a transitional stage for evaluating current progress, but also receiving feedback from significant students progressing from college as a legacy for the project so other industry players. game development and digital practitioners could gain insight into courses into the creative digital sector, the process. Moving towards outstanding specifically focused on the Games/ Virtual & Augmented reality industries. teaching, learning and An incubation studio in this instance is assessment envisaged as an intermediate platform “ for learners to engage in industrially- Together with Gateshead College • The project has supported the informed high-quality education, we’re constantly challenging creation of an industry focused, working on live briefs in a professional students to find ways of applying innovative curriculum which has been designed to give learners environment located external to emerging technologies to college facilities. A focus of this choice in their own pathways, companies that operate outside of was to facilitate the progression creating a clear progression route of students with SEN, specifically the creative and digital sectors. VR that supports students from Level 3 who are on the Autistic Spectrum and AR can be used to simulate to Level 5. who often do not progress into paid an evacuation of a fire-hit oil • Focusing on SEN learners’ needs employment due to a (sometimes rig, for instance, or to detect a within teaching, learning and perceived) lack of employability skills. leaking valve in a water network. assessment and how their personal We’re trying to help firms use social development can be focused What the provider did the technology to minimize risk on within a vocational setting. This gives students the opportunity on projects and solve real-world to interact with businesses in a Gateshead College and provider challenges. partners reached out to employers structured environment designed

using their local employer networks to increase their confidence and existing employer links to ALEX COOK – PROTO “ and support them to a positive participate in the project steering destination. group. Steering group meetings were activity-based and focused on how to Tips for success establish an incubation studio. Project outcomes • Employers can be nervous of how Staff conducted research into T • Employers felt more comfortable they should best manage and Levels – particularly the digital and better equipped to value accommodate employees that may pathway. Students, employers and and support their employees on have SEN issues such as ASD, but providers actively collaborated in the Autistic Spectrum facilitated they are genuinely enthusiastic the creation of the curriculum road through provider led CPD. to engage with positive means of map for HE, creating the subject • Teaching staff have been developed doing so. Providers have experience specialism pathways. Employers industry relevant skills. Some to support employers support their worked with practitioners to create staff have been offered up-skilling employees. project briefs which were then co- placements with employer partners • Establishing a separate commercial delivered to students. Learner voice as a result of the project. was conducted to seek learner views entity that is sustainable is Outstanding Teaching, Learning and Assessment Technical Skills National Programme 59

considerably more expensive Technical Skills Route and complicated than the project partners initially thought, especially Digital when factoring the discounts and savings usually offered to providers through educational licences. Providers 4 Takeaway message

Practitioners and managers

Due to the benefits realised from this 24 direct level of active employer involvement in the curriculum, Gateshead College and are actively seeking funding for the establishment of an incubation studio, 304 indirect which may include bidding for public funded investment as they align this to the Local Enterprise Partnership Learners and regional strategic plan. The College are also exploring the 156 opportunity suggested by employer partners of establishing a sponsorship Employers model to fund the studio as a commercially separate entity. This 6 would allow them to use the studio not only as an outstanding teaching and learning facility, but also as a Partners means of delivering substantive work Cumbria University, ESPA, Keighly placements for Level 3 learners. College, Proto, Creative and Cultural Skills, SUMO Digital, Tombola Ltd, Hammerhead VR, Northumberland Water. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 60

Harlow College

Project overview Findings from the initial research students experienced that the enabled the team to create improved project had not anticipated, for The Harlow College project developed resources for staff to use with example workplace protocols and experiences from their phase 1 OTLA students in preparing them for their dealing with difficult situations. project and focused on the industry work placement. These were tested Students felt a frequently asked placement requirement within the with staff and students and reviewed questions section accessed via T Level programme. The project by employer partners. their phone would be helpful. aimed to support learners to put technical skills into practice through Moving towards outstanding the placement and support teaching teaching, learning and staff to be able to assess student’s “ skills development. Project partners As an employer we were pleased assessment worked collaboratively to share to be asked and very happy to good practice, create and test new • The project has resulted in contribute to this important approaches and new resources. revised and improved activities project. We are committed to to prepare students for industry What the provider did offering quality placements to placements, which have become our local young people in the embedded across the partnership. The partners began by researching anticipation that they will consider This includes: reviewing students’ and sharing their own and each the NHS as their future career of personal career goals; a student-led other’s’ practice in preparing students choice. starting point self-assessment of for work experience and recording skills levels; a 1-1 discussion about students’ learning and employment the progress they made. These were THE PRINCESS ALEXANDRA shared across the partnership. background and aspirations; and HOSPITAL NHS TRUST. “ the setting out a development plan Partners felt that sufficient work had so students focus on developing been done to ensure students soft their skills gaps. skills were developed for industry • As a result of the project, partners placements, but they wanted to Project outcomes are exploring how to make the address the specific technical skills curriculum more employer-led. The students would be expected to have • The revised student placement project evidenced that employers acquired on their course and then handbook and teaching resource delivering talks or training pre- apply and improve once they were on were well received by teachers placement proved useful in placement for between 45-60 days. who thought they improved the preparing students. preparation of students in the The research process was extended workplace. Staff who visited Tips for success to incorporate student and employer students on placement felt they views, this included collaboration with were able to address student • Student preparation needs to be employers to explore their views on concerns more effectively. both sector and company specific. the curriculum and the ‘readiness’ • Brining employers into lessons prior Where students had been prepared of students for work placements. to student’s industry placements with general resources, they felt Providers also shared with employers helped to address student concerns less prepared for their placement. how they develop the technical skills about employer expectations. • Capture student feedback post students need to be effective in the • Post placement research uncovered placement to fully prepare the next workplace. some very specific concerns which cohort of students. Recording this centrally will develop a bank of Outstanding Teaching, Learning and Assessment Technical Skills National Programme 61

practical hints and tips. Technical Skills Route • Employer commitments to supporting students on placements Social Care; and varies enormously. Be flexible and allow time for student and employer Engineering and preparation. Manufacturing

Takeaway message Providers 6 Every industry placement is different, and resources and approaches must Practitioners and managers be flexible enough to cope with this. Providers need to review their 28 direct processes to ensure there is sufficient care taken in matching placements. Every placement needs an individual learning plan, linked to the student and Learners the company. 421

Employers 6

Partners Colchester College, Havering College, SEEVIC, Northampton College, Oaklands College, Princess Alexandra Hospital, Kids inc Nurseries, Corbets Tey School, Maytime Montessori, Choice Recruitment Services, Manchester Airport Group Outstanding Teaching, Learning and Assessment Technical Skills National Programme 62

Lakes College

Project overview Moving towards outstanding “ teaching, learning and Lakes College led a project in the assessment 2017-2018 phase. The Phase 3 The National College for Nuclear's project provided an extension of the Experiential Learning model • For the model to be used development and application of the as effectively as possible, Experiential Learning Model (ELM) is being promoted by Teacher practitioners are required to in a range of different scenarios and Education as a meta-cognitive identify relevant and informative curriculum areas to enhance the approach, which supports learners spotlighting ELM activities. These employability skills of the learners on on their journey to becoming spotlighting activities help to Level 3 – 6 programmes. autonomous, critical practitioners explain to the students why they through reflective practice. are learning subject specific tasks What the provider did and ensure that they have an

DR FIONA DIXON, PGCE inquisitive attitude. This helps to

The project partners tested LECTURER, LAKES COLLEGE “ embed sector specific behaviours approaches delivered in their previous into the lessons. Carrying this project across partner provider model forward will ensure that provision and extended the EL model students are prepared for the work into functional skills maths and degree place environment relevant to their apprenticeships. Project outcomes sector. • The ELM approach has enabled The team planned then planned EL • Engineering and Maths teams project partners to understand approaches to be embedded within across the partnership have how work-based Knowledge, Skills Level 5 Nuclear Technician and the delivered curriculum utilising and Behaviours can be embedded Level 6 Nuclear Engineer/Scientist the ELM and observations. within the curriculum. ELM can Apprenticeship Standards and created 55 observations took place be used as an effective vehicle to a set of bespoke CPD packages with positive feedback on the help drive change within curriculum to support EL methodology. CPD implementation of the ELM design. Embedding work-based was delivered in partnership with approach. skills directly into the curriculum employers to practitioners across the • The OTLA lead from the functional structure, as well writing the course partnership. Maths team stated that the model specification around sector specific has rejuvenated the functional skills can enhance the student’s maths curriculum. An increase of and the practitioner’s experiences. achievement rates with functional • Partners hope to sanction the use skills Maths was recorded for of the new lesson plan format those participating in the ELM across organisations to allow approach compared to no ELM, other departments to fully utilise this amounted to a 2.2% increase in ELM. Ofsted’s new education achievement. inspection framework identifies the • 97% of students within the requirement for work-based skills to functional skills control groups be developed within the curriculum, described an increased interest using this ELM approach college in Mathematics for real life wide will support other curriculum experience. areas to easily embed the relevant sector specific Skills, Knowledge Outstanding Teaching, Learning and Assessment Technical Skills National Programme 63

and Behaviours. The use of ELM Technical Skills Route will be embedded into departmental Quality Improvement Plans. Construction; and Engineering and Tips for success Manufacturing • Preparing students to be able to learn in a more instructed, participative approach where they Providers discover the learning themselves, rather than passively receiving 5 information takes time and requires a large-scale adaptation to curriculum. Practitioners and managers • Staff must be upskilled with 43 direct relevant industry knowledge to be able to develop the skills and and confidence required to develop ELM approaches and spotlighting 178 indirect activities.

Takeaway message Learners 282

The extension project has enabled an ELM to be a driver for positive change Employers across the project partnership. The team believe this model should be 9 utilised in technical education delivery as it can have a positive impact on student attainment and motivation, Partners but it also allows the seamless Derby College, Bridgewater and incorporation of sector specific Taunton College, Lancaster and work-based Knowledge, Skills and Morecambe College, University Behaviours. of Cumbria, Energus Training, Sellafield Ltd, Electricite De France, Centre for Leadership and Management, National Nuclear Laboratory, Atkins, Jacobs, Morgan Sindall, West Cumbria Works Outstanding Teaching, Learning and Assessment Technical Skills National Programme 64

London South East Colleges (LSEC)

Project overview helped to differentiate and personalise Project outcomes their planning of teaching strategies LSEC led a project in the 2017-2018 and devise more specific skills, • The project has enhanced the phase of the programme. The Phase knowledge and behaviour targets. involvement of employers in 3 project built on a and extended shaping curriculum and an the model, creating a sustainable In preparation for industry industry-led learning model to meet and innovative industry-led technical placements, teachers encouraged the technical and employability learning model. Through deep learners to take responsibility for skills required to work within the and meaningful engagement with informing the employer about the hospitality, travel and tourism and employers, the project enhanced skills they had learned so far and the hair and beauty industries. students’ learning experience in areas that they wished to develop and • Teachers have increased their the workplace. ‘Powerful learning improve on placement, utilising the knowledge of the high standards conversations’ was a technique skills assessment. of employability qualities and developed to increase student technical skills required by the confidence and aspirations, which The required knowledge, skills and industry and this has reinvigorated supports the development of self- experience that learners would need teaching and learning and raised reflection and metacognitive skills of to develop to secure fulfilling jobs, expectations. all involved: teachers, learners and manage their life long careers and • Powerful learning conversations employers. successfully navigate changes and challenges in their work and personal have enabled teachers to identify and make decisions about changes What the provider did circumstance were reviewed and incorporated into the ongoing review to practice in the interest of their process. learners. The initial project created a 360° industry-led learning model that developed a holistic approach to Moving towards outstanding technical skills development across “ teaching, learning and all learning environments. The 360° Seeing our learners explore their assessment learning model acted as the bridge potential in the workshop was an between education and employment emotionally moving experience. • The collaborative development which enabled learners to be better of employability and technical prepared for transitioning from Two of the young women, who skills maps with employers education to employment. In the previously had said very little, enabled practitioners to identify extended project, the model was came to life. Richard engaged sector specific skills and qualities extended into to travel & tourism and all the students and encouraged required. This informed curriculum hair & beauty curriculum areas. them to make their individual planning and teaching that moved personalities more accessible beyond the requirements of the The project partners undertook a within minutes of a client meeting qualification to developing modern quality review with a subject specialist and wider skills that better prepare them for the first time. to evaluate the standard of technical learners for the industries. This skills and employability development in turn raised aspirations of all required in each subject. Each team LISA STUBBS, CAMPUS DIRECTOR involved: of teachers for their produced a technical skills baseline AND ASSISTANT PRINCIPAL, learners, of learners for themselves,

assessment tool to establish learner’s GREENWICH. LONDON SOUTH and, alongside that the ability of knowledge at the beginning of the EAST COLLEGES. “ employers to help learners reach programme and then again at six- potential. week progress review intervals, which • Through meaningful conversations Outstanding Teaching, Learning and Assessment Technical Skills National Programme 65

with teachers, the project Takeaway message Technical Skills Route continually explored the impact that teachers had on their Travel and tourism; learners and what outstanding learning looks like. The evidence To get the best out of someone, the and Hair and Beauty captured from lesson observation, teacher, employer, coach and leader learner feedback and work raised must have a genuinely optimistic view Providers teachers’ awareness. In addition about the person’s unlocked potential to this, coaching enabled and and capability. This is transferable 6 empowered them to identify and between teachers, learners and work make decisions about changes place staff, and acting as a coach is a to practice in the interest of their powerful learning process. Effective Practitioners and managers learners. powerful learning conversations encourage learners and teachers to 36 direct Tips for success increase their metacognitive skills of reflecting, planning, being resourceful and • Staff changes are inevitable within and resilient. This can lead to education and training as well as enhanced teaching practice and 37 indirect industry. It is therefore important higher levels of learner attainment, to involve a wide range of staff both at college and in the workplace, Learners from the beginning: ensuring that and progression to more aspirational everyone understands the aims and careers. 96 progress to sustain momentum even though roles and involvement may change. Employers • Undertaking project work during times of rapid change 5 and curriculum restructuring is challenging. However, it prompted the project team to maintain an Partners acute focus on teaching and Havering College, People curriculum and pedagogical 1st, Welcomes Skills Ltd, development including the The Springboard Charity and pedagogy of industry learning and Springboard UK Ltd, Canterbury employability. Christchurch University, Rowhill Grange Hotel and Utopia Spa, CH & Co, D&D London, Daniel Galvin, Martyn Maxey Hairdressing. Outstanding Teaching, Learning and Assessment Technical Skills National Programme 66

Myerscough College

Project overview by employers, tutors and learners and found that it is effective for until they were perfected according their students’ engagement and The Myersough College led project, to industry and curriculum needs deeper learning. developed the use of sustainable while keeping the salient points from • Learners are well prepared for work Virtual Reality (VR) technology to employer identified skills gaps. and/or industry placements as a enhance the teaching and learning result of challenging learning and applied to the development of The VR teaching resources were then assessment using VR. The project students’ practical skills. The utilised in classrooms with learners has enabled them to become more VR packages were developed in across the partnership. Employers and familiar with industry contexts partnership with educational and teachers shared in the development of before starting a placement. industry leaders. The project enabled VR technology and contributed to the increased employer engagement in development of appropriate industry the development of learning resources specific learning packages. Moving towards outstanding and enabled the project to utilise teaching, learning and employers’ insights into perceived assessment skills gaps in the industries using VR. “ • Through the development of What the provider did From observation and speaking bespoke learning packages, to learners it is clear they created in partnership with Both teaching staff and are interested in trying new employers, project participants employers reviewed the current technology. The 360 model works have strengthened and developed provision and identified gaps in well with both teachers and industry connections by enabling employers to feed into the learner’s practical skills. Teaching learners. methods were also assessed to curriculum to ensure it met their identify ares of pedagogy and needs.

TEACHER, MYERSCOUGH andragogy that would benefit • The project has developed a from digital learning enhancement. COLLEGE “ model of pedagogy for teaching This led the project team to identify with technology. Teachers now VR as a technological tool for consider how the use of the VR developing practical skills in learners. can positively impact on teaching, The project focused on changing Project outcomes learning and assessment and not employer mindsets; moving away just as a technology gimmick. The from using VR as a marketing tool to project developed lesson template, • Education partners and employers focus on teaching and learning, with which embedded clear the learning are better prepared to respond to the intention of to creating real life outcomes and developed VR T-levels through their experience experiences for students, based on packages to support the learning of collaborative working. Providers industry skills gaps. outcomes identified. have been able to work with employers to develop industry Three areas were chosen for the placement opportunities and learn Tips for success project focus: unique events (out of from employers about the skills the ordinary workplace situations), and attributes required for future • Though it can be a big investment basic protocols and health and safety. employees. of time, this type of CPD helps Employers worked with teaching staff develop not only teaching to co-design storyboards and VR • Employers, teachers and learners practice but useful resources and teaching resources. The VR packages have developed and evaluated the approaches that support deeper were created and then reviewed use of VR in teaching and learning learning for students and make the Outstanding Teaching, Learning and Assessment Technical Skills National Programme 67

lessons enjoyable. Technical Skills Route • When working with partners, communication is key. Having an Agriculture, online group allows all partners to communicate effectively. Visits to Environmental and other establishments are extremely Animal Care important; as a lot can be gained by seeing actual working environments and talking to different teachers Providers to gain an understanding of their context. 5

Takeaway message Practitioners and managers 32 direct and As a result of the project, key industry leaders and teachers recognise the 64 indirect need to embed VR into further T Level route and pathway design to enhance teaching, learning and assessment. Learners VR is an effective tool, when used correctly can unlock a learners’ full 202 potential.

Employers 6

Partners Plumpton College, HEROs, Barnsley College, Ambito Beaumont College, Institute of Groundsmanship, Manchester City Football Club, For Famers, G Shepherd Animal Health, LLM – Farm Veterinary Surgeons, Higher Spen Outstanding Teaching, Learning and Assessment Technical Skills National Programme 68

Reaseheath College

Project overview were identified across the project Moving towards outstanding partnership to review delivery and teaching, learning and The Phase 3 Reaseheath College extend the LEAN principles into led project, developed the work additional curriculum areas. assessment from the 2017-2018 Phase 1 project, • Technical education teaching, which applied LEAN management to learning and assessment have curriculum development and delivery, been transformed through a re- and demonstrated how LEAN could “ designed curriculum based on be applied to other technical routes. The workbooks link well to each LEAN principles. Participants have LEAN management principles were unit and give learners the chance been upskilled in identifying what integrated into schemes of work to develop their knowledge in outstanding teaching and learning and lesson protocols and then the best way for them. There may look like from a student embedded into practical delivery to is differentiation and they are perspective. This has enabled up-skill practitioners and support students to apply their learning them in applying the principles of inclusive. They will be helpful in and be more independent. They LEAN management to specialist teaching reflective practice and benefit to teachers and students curriculum areas in preparation for the in understanding how each unit have come from close links introduction of T- Levels. synoptically links together. with employers through applied

initiatives.

What the provider did TEACHER, NELSON AND COLNE “ • Through using LEAN management COLLEGE process, all teams are now better The project partners extended the prepared for the introduction of T principles of the Phase 1 project Levels. Looking at a new initiative into the engineering curriculum. through the eyes of a LEAN Working with employers, teaching practitioner will provide partners staff reviewed curriculum plans and Project outcomes with the tools to objectively design delivery to identify areas where LEAN an efficient and learner-focused management principles could be • The redevelopment of a core part curriculum. The participating teams applied. of the curriculum, where delivery is more in line with industry training and their respective departments now collaborate at a greater Training was delivered to teachers and delivery, has been very well level, which is leading to quality on the core principles of LEAN received by students. improvements in the delivery of management before new protocols • Effective mapping of work-based teaching, learning and assessment. and curriculum models of delivery learning to the curriculum has led were developed. Specific subject to a reduction in assignments and areas were then selected to trial teaching time of staff across the Tips for success the revised curriculum model and project partnership. teaching staff worked with employers • The project has transformed the • Senior Management buy-in has to develop schemes of work and culture of the departments involved been essential to the success of teaching resources. to think about how to LEAN the the project. This created a senior teaching process. Staff now project champion on executive and Managers and employers supported consider how and when they plan, legitimised the significant time, teaching staff to deliver the revised what processes to use are now able effort and additional resource curriculum, reviewing progress and to maximise value and eliminate that went into the project delivery. seeking student and staff feedback on waste in technical teaching. It also maintained a high profile a continuous basis. ‘LEAN Champions for the project to overcome any Outstanding Teaching, Learning and Assessment Technical Skills National Programme 69

barriers along the way. Technical Skills Route • The importance of having a core team upskilled in LEAN Construction; management. The LEAN Champions across the partnership Digital; and played a fundamental role in Engineering and underpinning LEAN management as a continuous improvement Manufacturing principle.

Takeaway message Providers 3

LEAN projects have enthused Practitioners and managers team members across the project partnership. Staff have been 15 direct motivated and speak positively about the benefits for improving the quality and of teaching, learning and assessment based on LEAN processes. LEAN 11 indirect provides a fresh way to solve a problem, develop ideas, or streamline a business process. Learners 368

Employers 11

Partners Boston College, Nelson and Colne College, Kay Carson Streamline Management Farm, Lincolnshire Co-op Travel, Bakavoor Freshcook, United Lincolnshire Hospital NHS Trust, Compass Point, Olrids Department Store, Superflora, Infotel, South Holland District Council, Chronic Health, Salon Alchemy, Outstanding Teaching, Learning and Assessment Technical Skills National Programme 70

South Devon College

Project overview enable them to ultimately learn, and Moving towards outstanding improve their teaching practice. teaching, learning and The South Devon College led project developed a curriculum designed Resources were utilised in the assessment to help to develop individual’s classroom with feedback captured • The professional skills that were professional behaviors, attitudes, from students throughout the identified in collaboration with and approaches required for process. A student conference was employers will continue to be competency within the accounting held towards the end of the project embedded within the schemes of sector. Research with employers whereby students were supported learning for accounting curriculums identified that new recruits needed to develop professional behaviours, from Levels 2 to 4 across all to develop a range of professional which would support their career partners. skills to effectively contribute towards progression. the culture and ethos of the sector. • The wider professional skills Responding to this, the project identified through the project will be developed a holistic teaching, learning embedded within the current 16-19 and assessment model that directly “ Study Programmes in preparation addresses the needs of employers. It was great to see a for T Levels and the extended representative of AAT making the industry placement. What the provider did effort to not only visit but chat • Lecturers involved in the delivery of to students on a personal level, this project have critically reflected on their own practice, analysing the The initial stage of the project focused offering advice and genuinely changing environment within the on raising awareness among lecturers taking an interest in future of the importance of embedding the accounting sector and developing accountants. professional skills identified through their skills as practitioners to employer partners in the accounting provide teaching, learning and

sector into the curriculum. Project ACCOUNTING LECTURER, SOUTH assessment beyond the knowledge partners researched into current DEVON COLLEGE “ of accountancy. teaching, learning and assessment practice across the subject. Findings Tips for success informed the development of employer led CPD sessions for staff Project outcomes Collaboration with employers to across the participating providers. identify the specific employability CPD sessions were focused on • Collaboration with employers from and transferable skills required supporting teaching staff to identify the accounting sector and lecturers for the accounting sector has the current culture and ethos of across other subject areas gave enabled project partners to create a working in the accounting sector. accounting lecturers a greater meaningful curriculum, embedding appreciation of employability, these skills. Employer involvement Teaching, learning and assessment transferable skills and behaviour is key to creating future employees resources based on teaching inclusion in the curriculum. who possess both the technical professional behaviours were then • Research carried out with students qualification and skills and behaviours created in collaboration with lecturers before and after delivery showed valuable to businesses. and employers. The project partners a significant increase in their felt it was important to create a forum understanding of the employability The use of a student conference where lecturers would feel confident and transferable skills identified to deliver professional skills and to experiment with new approaches within this project. behaviour rather than technical and to be prepared to fail, which would knowledge provided a ‘safe space’ Outstanding Teaching, Learning and Assessment Technical Skills National Programme 71

to gather feedback from students Technical Skills Route and peers in the development of outstanding teaching learning and Legal, Finance and assessment. Accounting Takeaway message Providers 3 The project enabled collaboration not only with employers but other training providers. Collaboration allowed Practitioners and managers participants to explore common problems and jointly identify solutions. 21 direct At times, this led to the project team exploring avenues they hadn’t and originally considered but added value. In conclusion, the takeaway message 98 indirect is to explore the unexpected! Learners 165

Employers 5

Partners Cornwall College, Bridgwater College, Accounting 4 Everything, Bishop Fleming, Dartington Hall & Trust, TekEurope, Association of Accounting Technicians Outstanding Teaching, Learning and Assessment Technical Skills National Programme 72

current teaching methods and planned Key findings and education reforms. Some were adjusting to the new arrangements for lessons learnt apprenticeships and related training. The knowledge and skills gap is most significant for students. However, 1. Significant knowledge and skills The degree to which teachers have a few of the projects highlight the gaps amongst teachers and acquired more up-to-date industry fact that, in some circumstances, employers need addressing. specific knowledge and skills through students are more advanced than 2. Tailored CPD goes some way to this programme, in preparation for their teachers, particularly in relation filling those gaps. the introduction of T Levels, has been to digital literacy, as a consequence of extensive. part-time employment or placements, 3. Meaningful, sustainable or simply because they are ‘digital collaboration takes effort, time Engineering, manufacturing and natives’. Hence, the notion of co- and determination. construction teachers across several learning and ‘students as partners’ 4. Joint development of curricula college and employer partnerships is one of the approaches discussed and authentic assessment helps have familiarised themselves with below. to provide buy-in from partners modern industry practice and taken and a shared understanding of this back into classrooms and 2. Tailored CPD goes some way ‘outstanding’. workshops. Hospitality and hair to filling those gaps. 5. Active learning approaches to and beauty teachers have worked TLA are the most meaningful and with industry experts to hone their While face-to-face CPD events, successful with learners, teachers practical skills, while one project has led by those working in education, and employers. enabled teachers to grapple with the have featured strongly across all 6. Advancing equality is challenging. rapid increase of robotics across the projects, other less traditional 7. Leading complex projects requires several sectors. Teachers in a land- approaches have also been trialled. strong project management skills. based partnership have acquired Several projects have incorporated and applied up-to-date commercial 8. Externally funded projects provide industry placements for teaching staff expertise in LEAN management impetus to change but impact is and many have involved employers in principles, which is transforming the not instant. the design and delivery of workshops, college’s approach to curriculum briefings, teaching materials and development and delivery. Tutors in assignments. 1. Significant knowledge an adult learning consortium have and skills gaps amongst become more digitally literate and are Where named individuals or groups teachers and employers need using their newly acquired skills to have led on developing CPD for TLA addressing. support those employed in the care as part of the projects, various titles sector. have been conferred, many of which The programme has provided valuable are already familiar in the sector, such evidence about knowledge and skills The projects have provided the as champions, advanced practitioners gaps. As the individual projects impetus to review and update not or coaches. For one project, ‘manager progressed, the complexity of these just industry knowledge but also practitioners’ from education gaps became more obvious. In most approaches to planning, delivering providers were identified and trained of the projects, the initial focus was and reviewing teaching, learning specifically to bridge the gap between on professional development for and assessment (TLA). This has educationalists and employers across teachers, tutors and managers, on the led to the identification of gaps for engineering, manufacturing and basis that up-to-date skills are needed some teachers, notably in relation to construction. to inform planning and teaching, technology and/or less familiar TLA which in turn will help to address approaches, such as problem-based The use of the term ‘masterclass’ has future skills shortages in the sector. or experiential learning. The gap for been employed in several projects This process involved identifying and employers was particularly evident. as a mechanism for CPD. The addressing gaps that relate to both Most acknowledged that they were masterclass concept for students is technical expertise and teaching skills. unfamiliar with education jargon, already familiar to those in the sector Outstanding Teaching, Learning and Assessment Technical Skills National Programme 73

but, within the context of the projects, other females to engage in STEM, events, identifying real-life problems these events were most effective as well as advising on curriculum for students to solve, producing when they were much more than a materials, to ensure that they are live briefs and other resources, one-off demonstration by experts, sufficiently inclusive. contributing to assessment, providing such as chefs, hair stylists or beauty industry experience for teachers therapists. In a few projects, the 3. Meaningful, sustainable and placements for students, and term masterclass was misleading, collaboration takes effort, time delivering masterclasses. as it was used to describe standard and determination. workshops or meetings. However, in 4. Joint development of curricula the best practice, these sessions have Collaboration between partner and authentic assessment been carefully aligned to curriculum organisations was a challenge for helps to provide buy-in and student needs, planned jointly many of the projects. Unsurprisingly, from partners and a shared with teachers to develop their own from the outset of the projects, understanding of ‘outstanding’. professional expertise, and evaluated independent training providers and to ensure high quality learning for FE colleges with existing, well- The joint development of curricula students. Students, too, reflect on established employer links were better and record their learning as and when by teachers, employers and, in placed than adult learning providers some cases, learners, proved to be they demonstrate new knowledge and and sixth form colleges. skills. successful in maintaining buy-in and momentum. One project involving Where these long-standing the collaboration of teachers and The Professional Standards have relationships between employers been used effectively in most projects employers led to the development and educational providers already of vocationally specific materials to to identify teachers’ development existed, the purpose of collaboration needs and assess impact. CPD aimed improve learners’ maths knowledge was clear, understood and refined and skills. at employers has also been highly for the projects. Even then, almost productive. For example, a hospitality all projects had to confront problems partnership used a coaching model Working together on curriculum around time and availability. Teachers design and/or resources provided a to help employers to understand and managers are extremely busy and student needs, particularly where more appropriate setting in which to employers rarely have time to spare, review what ‘outstanding’ or excellent they are complex, so that they are particularly when they are striving to better placed to support students on teaching means to employers, remain profitable in an increasingly teachers and learners. Discussions work placements. Another project volatile economic environment. focused on developing a model about notions of excellence in technical education went beyond to work with employers, whereby However, the funded projects provided employees undertake a module on Ofsted reports and checklists in opportunities to identify and clearly attempts to identify what constitutes basic TLA principles to become articulate the mutual benefits of ‘master technicians’. The colleges outstanding practice within a given collaboration. There were no quick context. now have master technicians with wins or specific models for success specific industry expertise who but, in the main, where employers In the more successful projects, make a valuable contribution to the were confident that their involvement curriculum. When teachers observe a sustained effort was made to would yield gains for them, particularly demonstrate excellence in practice, these lessons, such as those on given concerns about skills shortages, cyber security, they update their own or to raise standards in areas where engagement went significantly beyond the need to improve had been knowledge and skills, alongside the the usual type of involvement with students, as partners in learning. identified through self-assessment. educational providers. However, in a few projects, for varying CPD targeted at female apprentices reasons, opportunities were missed to Across the whole programme, substantially raise the bar. who work for large, well-established employers ranged from small employers provided one of the organisations to large national projects with a pool of around In most cases, collaborative working companies. They engaged in a variety has led to partnerships that will 60 young women ambassadors. of activities such as hosting visits, Knowledgeable about the new T continue beyond the life of the project. teaching sessions, leading curriculum Indeed, in several projects, working Levels and career choices, they visit development groups, facilitating CPD schools and colleges to encourage in partnership has had a significant Outstanding Teaching, Learning and Assessment Technical Skills National Programme 74

impact. For example, in one project, demonstrated the strength of this applications and tools. collaboration has led to a partner now approach when centred on the needs working with an NHS Trust to deliver of students. Radically changing an established new standards in Healthcare Support teaching approach is not without Work. In several of the projects there was its challenges, many of which will a strong focus on problem-based continue beyond the scope of this With the land-based project, students learning (PBL), particularly when programme. Teachers need to be are now designing and implementing linked to the co-design of curricula, willing to change their practice and a placement project, closely linked as noted above. PBL was identified as this often requires considerable, to a revised curriculum and shaped an opportunity to involve employers ongoing support. Managers can make by the employer. Once the placement in formulating real scenarios, support a real difference by supporting their is completed, it is evaluated not just students to solve technical problems staff through CPD and appraisals. In in terms of students’ learning, but and also participate in the assessment addition, tensions between employers, also in relation to added value for the of suggested solutions. Tentative, awarding bodies and educational employer. early feedback suggests that this providers need to be resolved around approach is popular with students and timetables, deadlines, assessments Joint development of curricula particularly successful in helping them and organisational cultures. appears to work more effectively if to gain not just content knowledge, building on existing practice and/ but valuable behaviours and skills, Where pedagogical approaches centre or partnerships. However, new such as independent working, on blended learning, as they did in collaborative relationships were also resilience, creative thinking and time several of the projects, outcomes forged through the projects and management. and feedback are positive. However, were particularly successful where the challenge here is to balance the those involved were confident in their One project team focusing on evaluation of various technologies own skills and ambitious in setting the nuclear industry planned with avoiding a temptation to simply standards. experiential learning into sections of overlay existing practice with new the curriculum that previously had tools, and to ensure that any chosen 5. Active learning approaches to been delivered through traditional, approach improves the quality of TLA are the most meaningful didactic classroom based activities, teaching, learning and assessment. and successful with learners, particularly relating to science and maths, and outputs include what they teachers and employers. 6. Advancing equality is now refer to as ‘objects of experiential challenging. learning’. Experiential learning is The projects provided opportunities often taken to mean a method to test hypotheses, review existing While most projects met or exceeded of educating through first-hand approaches and evaluate them within a variety of key performance targets experience, including the acquisition the context of technical education. in relation to reach, retention of of skills, knowledge and competence The choice of TLA approach was learners, attendance, or breakdown outside of a traditional classroom driven by varying factors linked to by gender or ethnicity, this does not setting. Indeed, many of the projects employer views, current practice and/ itself advance equality. The extent focused on attempting to establish or research. to which projects were able to make seamless links between theory and a significant difference in relation to practice, both at employer premises In attempting to nudge TLA towards equality was variable, as would be and in newly designed open spaces outstanding, all projects incorporated expected, but some innovative ideas conducive to experiential learning, as some kind of experiential, immersive, and approaches emerged. well as on a farm or in workshops, interactive or participatory learning. offices, salons or kitchens. Although there is nothing new in For example, for hair and beauty these active learning methods, this practitioners, a mental health and In some settings, teachers was unfamiliar territory for many of suicide prevention lesson, targeted experimented with learning alongside the employers. Learning by watching, primarily at young men, was created, their students. For example, in the imitating, practicing and reflecting along with associated resources, by rapidly changing field of programming remained a feature of practical skill a leading professional with expertise and robotics, busy teachers development in several projects. One in this area. This is helping to raise acknowledge that students are such project focusing on hospitality awareness amongst teachers, sometimes quicker at picking up new Outstanding Teaching, Learning and Assessment Technical Skills National Programme 75

employers and learners of mental lead have authority and influence achievement. However, the real health issues and how they can within their organisations and, in impact will take time to filter through, engage clients and alert them to addition, can demonstrate strong and this will need to be evaluated at a relevant support services. project management skills. This later stage. involves establishing and managing Several projects focused on a clear project plan, shared with all preparation for employment for partners, and delegating as and when disadvantaged learners. In one, a appropriate. mentor worked with employers in the hospitality sector to address learning Different project management models support needs in the workplace, emerged. In some cases, a person focusing on practical advice regarding was recruited specifically to manage equality of access, safety in the the project. In others, responsibility workplace, establishing respect, and fell to an already very busy middle overcoming potential barriers relating manager or vice-principal. In a few, to poverty and class. In another, the the principal or chief executive led. acquisition of forklift truck driving skills helped unemployed adult The position of project leads within learners find paid work. the hierarchy of organisations is important. It has an impact on the Given the importance of English and extent to which they can identify and maths in relation to employment and resolve issues speedily, raise the social mobility, it was significant that profile of the project, and influence one project focused on the maths employers, partners and governors. knowledge and skills required to It also links to how effectively they succeed in a variety of sectors, and can get support internally and align another aimed to support apprentices actions and impact to institutional to improve their English. self-assessment and quality improvement. Respect in the workplace was noted as critical by female apprentices, who 8. Externally funded projects were trained as role models, and are provide impetus to change but helping to raise awareness of T Levels impact is not instant. as an opportunity for more young women to consider STEM related The individual projects that contribute career choices. to the overall programme each reflect a wealth of rich examples of how 7. Leading complex projects educationalists and employers can requires strong project work together to successfully improve management skills. TLA. In most cases, project leads met the requirement to ensure that their The projects were all complex, given projects – or aspects of their projects the involvement of different providers – are sustainable now that funding and employers, tight timescales and has ended. They have identified how ambitious performance targets. In this activity has brought benefits addition, the projects were operating to employers, teachers, managers against a turbulent backdrop of area and students, details of which are reviews and college mergers and, as in the case studies and associated a consequence, some educational resources. This impact takes a partners changed several times. variety of forms, be it qualitative in relation to feedback from all It is evident that projects work involved, or quantitative in the form particularly well where those who of data on participation and student Outstanding Teaching, Learning and Assessment Technical Skills National Programme 76

Programme summary in numbers

Development projects funded 21

Number of providers (including adult and community learning 130 providers, colleges and independent training providers) directly involved in the projects

Number of managers and practitioners directly involved in 988 the projects

Number of learners directly 7,162 involved in the projects

Number of employers directly 243 involved in the projects

Outstanding Teaching, Learning and Assessment Technical Skills National Programme 78

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