Year 13 Havelock Academy Sixth Form Student Lewis Tuffnell Is A
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Case Studies Activities Foreword This case study publication has been produced to provide examples of good practice developed during the Aimhigher Humber programme. The publication focuses on specific areas of activity such as work within local authorities, or around themes such as work-based learning initiatives. Included are a number of case studies which individual learners or tutors have written about the impact Aimhigher activity and funding has had in their school, academy or college. Contents: Page: The Aimhigher Healthcare Strand 1 Aimhigher work with looked after children in East Riding of Yorkshire – 4 2009-10 East Riding FSM Project (for Free School Meal Students) 6 – April-June 2010 Work-based learning: Progression Pathways Project – 2009-10 8 Pedagogical Development Project 11 Targeted Progression Support for Level 3 to 4 Work-Based 14 Learners Meeting the Needs of the Aimhigher Cohort: The Friendly Face of the 16 Student Finance Advisor Participation in the „Bridal Buyers Student Designers of the Year‟ 19 event – March 2010 Outdoor Education 22 Connect to Success 24 Matthew, Year 10, Hessle High School 29 Rebecca, Year 10, Hessle High School 29 Bethany, Year 11, Newland School for Girls 30 Lewis, Year 13, Havelock Academy 31 Jack, Year 9, St Bede‟s School 32 Jade, Year 13, Havelock Academy 33 Sophie, Year 8, Archbishop Sentamu Academy 34 Dan, Level 5 Sports Coaching, Grimsby Institute of Further and Higher 35 Education The Healthcare Strand The Aimhigher Healthcare Strand was developed as a collaborative project between Aimhigher Humber and Aimhigher York and North Yorkshire. The project brought together HE providers such as the Hull York Medical School (HYMS), the Faculty of Health and Social Care in the University of Hull and the Faculty of Health and Life Sciences at York St John University with other interested partners such as the Hull Teaching Primary Care Trust, the North Yorkshire Education Business Partnership, Skills for Care and the Lifelong Learning Networks. Collectively, the Healthcare Strand has been mapping widening participation (WP) and other health and social care activities delivered by the faculties and the other organisations to support young people in schools who may be pursuing a health, social care and science route. The project has been running since January 2009 and will continue until July 2011. This case study looks at two of the activities that the strand has delivered successfully. The Medical Summer School and a series of Clinical Skills sessions for various schools and year groups. Clinical Skills sessions The clinical skills sessions have been delivered by the Centre for Clinical Skills (CCS) at the University of Hull in a variety of topics to a variety of year groups (9-13). The young people are all studying GCSE Health and Social care, BTEC Health and Social Care or Science and schools have attended from North Yorkshire, Hull and the East Riding. The young people attend a half day session that involves a variety of topics. Some of the exciting topics delivered by the CCS include Anatomy and Physiology in Practice, Basic Life Support, Caring for the Disabled Adult, Caring for the Sick Child and Effective Communication. To date, 166 young people have attended sessions and the evaluation is very positive concerning, aspiration, enjoyment and career choices. Medical Summer School 2009 A total of 17 young people from year 12 attended a three day residential summer school run in partnership between HYMS, the Faculty of Health and Social care and the Hull Primary Care trust. The idea behind the summer school was to help young people from non-traditional backgrounds access information about applying to medicine that may not be available to them through their social networks. The young people are all studying science A-levels with a view to applying for medical school. The young people who attended came from the Humber and North Yorkshire. They took part in a variety of the following activities: patient simulation sessions, UCAS application sessions, virtual patient sessions, a debate on organ donation, a conference that included speakers from Primary Care Trusts, Skills for Care and the Mental Health Nursing Team at the University of Hull. The majority of young people who attended the medical summer school came from WP backgrounds identified by postcode and were part of the Aimhigher cohort or had no past history of Higher Education in their family. Many young people without the right social networks lack opportunities for work experience, the right types of advice, especially relating to interview and admissions, and lack the experience of meeting health professionals. The summer school gave opportunities for all of these aspects to be a part of the young people‟s experience. From the 2009 summer school, five young people were offered places in medicine, “In particular, it was really nice to be around people who I felt comfortable to talk about everything with, as at home none of my family/friends like to talk about 'science'.” (summer school attendee) “Last week was lots of fun, thank you for letting me work for you. I probably enjoyed the residential as much as the kids! Erm I’d say that all of the residential worked well, the kids especially enjoyed using the models and the more practical, hands on parts of the course. I’m glad we showed them problem based learning this is a really useful thing for them to have practiced because at interview they generally ask the question 'what do you understand by problem based learning'.” (medical student facilitator) “I felt it gave the students the opportunity to face many of the factors a doctor must consider in order to save a patient’s life and reinforced the fundamental necessity of teamwork to accomplish this.” (Neil Pease PCT) A large proportion of the young people who attended clinical sessions through the Aimhigher Healthcare Strand have recorded in the evaluation that they have a better idea of which career to pursue and some have decided that a career in health is not for them. A total of 90% of the 166 young people recorded that the event had made them think more positively about themselves and their futures and 88% recorded that they felt more motivated to pursue Higher Education as a means of accessing the health profession that they were interested in. Aimhigher Humber Activity Case Studies Page 2 “The two presentations were good and will help the students with coursework and they thoroughly enjoyed the tour around the faculty to see some of the facilities available - some even are thinking of changing their career choice!” (Teacher - Whitby Community College) “The clinical skills sessions have been informative and fun for the pupils.”(Careers Advisor - Newland School for Girls) Responses from young people who attended the Clinical Skills sessions: “I now know that when I leave school I want to go to University.” “I wasn’t sure if I wanted to be a nurse or not but the trip made me think and change my mind.” “I know that I need to achieve good grades and work well.” “I need to do well in health and social care to achieve where I want to be.” Sally Pryderi Aimhigher Healthcare Strand Facilitator University of Hull Aimhigher Humber Activity Case Studies Page 3 Aimhigher work with Looked after Children (LAC) in East Riding of Yorkshire – 2009-10 As a part of the extended funding provided by the four unitary authorities that make up the Aimhigher Humber sub-region, special priority was given to afford additional support targeted at looked after children across the area that form one of the identified groups currently under-represented in higher education and training. Within the East Riding area the decision was made by the Local Authority to use this funding to target looked after Year 11 students in the three months leading up to their summer GCSE exams. This report details the basic programme provided via the student‟s school and the outcomes in terms of academic success of the 28 students involved and their immediate educational/training/employment pathway post-16. The target group of 28 students came from 12 East Riding schools. 5 schools had one targeted student, 1 school had 6, the other 17 students being spread randomly across the remaining 6 schools. Each student was allocated £250 for additional individually targeted support in school up to a maximum budget of £6750 for the whole local project. As a condition of each school‟s involvement in the project they had to report in the following September how each of their students had performed at GCSE and where they had chosen to go on to study, or otherwise, after the summer holidays. The principle elements of the programme focused on schools‟ providing mentors for their LAC target cohort, ensuring students received accurate and up to date information, advice and guidance pertaining to further, and higher education and training opportunities post-16, preparation for exams. For example, revision classes, master classes, support for coursework completion, study skill techniques etc., and the opportunity to visit local higher education institutions on open days during the summer term. The schools could select from this menu of activity according to what they considered most appropriate to their individual student‟s needs. Of the 28 Year 11 LACs involved in this project, only a half (50%) managed to pass 5 or more GCSEs, 10 of these 14 students achieved higher level grade passes (A*-C) in 5 or more subjects, 8 of them including English and maths. 29% of the cohort achieved the government gold standard benchmark of 5 or more A*-C grades including English and maths. Sadly there is no comparable benchmark to contrast these results against, and as all students are different, like-for-like comparisons Aimhigher Humber Activity Case Studies Page 4 cannot be made.