Celebrating 7 years of partnership UCL & UCL UCL and UCL Academy work in partnership to support the educational visions and values of our two institutions. This report showcases much of the exceptional work already completed, and also sets out a clear pathway for what more can be achieved as we continue our journey together.

02 Welcome from Anthony Smith, Past, present and future Vice-Provost (Education and of the partnership Student Affairs), UCL, Robin From day one, our two institutions have Street and Simon McBride, collaborated to support the education of Contents all of our students. 05 Brightside Co-Principals, UCL Academy At the heart of this partnership was the visionary work UCL students mentor UCL Academy of Geraldine Davies, UCL Academy’s founding principal, students alongside the leadership, commitment and inspiration of the then Provost Professor , Vice-Provost 06 Grand Challenges UCL Academy students complete Professor , Dr Clare Goudy and our In 2012 UCL was the first university Since UCL Academy opened in projects aligned with UCL’s six Grand founding Chair of Governors Vice-Provost Professor in to become the sole September 2012, UCL has provided Challenges themes David Price. sponsor of an academy school: a range of unique opportunities to UCL Academy. support its development. Serving Seven years on, the Partnership Board is now fully 07 UCL Volunteering Services Unit UCL students lead volunteering projects at a diverse, comprehensive student established to oversee the strategic collaborative This year we celebrate 7 years of UCL Academy population in Camden, UCL work of UCL and UCL Academy. Staff from both partnership and the achievements Academy’s curriculum has organisations continue this work, thanks to the of staff and students so far. This 08 Guest Lecture Series been inspired by the vision exceptional stewardship and commitment of UCL Vice- UCL academic staff deliver guest lectures at Anthony Smith, report presents a number of of its sponsor, UCL. Provost Professor Anthony Smith, Chair of Governors UCL Academy to raise student aspirations successful initiatives that have Vice-Provost (Education Professor Lucie Green and Professor Becky Francis, emerged from the partnership. We are delighted to bring together in and Student Affairs), UCL Director of the UCL Institute of Education. 09 Staff masterclasses The continuing success of the this report examples of the activities, sharing subject expertise and partnership is evidenced not only programmes and projects that UCL Alumni, such as Elizabeth Critchley, also offer pedagogical practice through the range of projects and have provided, and will continue to unique support to the Academy. The flagship Critchley activities which take place, but provide, thousands of students and Scholarship programme, inspiring our female students, 10 UCL Academy Middle Leaders also the increasing number of UCL hundreds of staff with the chance to has now been established. Development Programme Academy students receiving offers learn from and be inspired by one of understanding school leaders’ needs and Going forward, we will build on our successes to date supporting the progression of UCL Academy to study at UCL. This year 40 UCL the world’s leading universities. and continue to grow networks across both institutions middle leaders Academy students received offers UCL Academy and UCL work to ensure we offer the best opportunities for our for undergraduate study at UCL, a in partnership to support the students and staff. 11 Maths Project Robin record number since the partnership educational visions and values of an academic intervention designed to raise Street, began. This evening we invite you to Maths attainment at UCL Academy our two institutions. This report join us in reflecting on the excellent Co-Principal, showcases much of the exceptional UCL Academy work which has taken place to date, 12 Research work already completed, and ideas of the future in young people’s as well as on the opportunities also sets out a clear pathway for educational decision-making by Professor to develop and enhance the what more can be achieved as we Richard Sandford, UCL partnership for the future. continue our journey together. Anthony Smith Robin Street & Simon McBride

Simon McBride, Co-Principal, UCL Academy

03 04 Brightside Grand Challenges UCL students mentor UCL Academy students at key UCL Academy students engage with UCL’s transition points in their secondary school journey six Grand Challenges

What is Brightside? How do UCL Academy students engage Brightside recruit and train UCL student mentors to deliver a with UCL’s Grand Challenges? mentoring programme for pupils at UCL Academy. Mentors Students in Level 2 (Year 10) and Level 2+ (Year 11) are use their own knowledge and experience to work with asked to complete several Grand Challenge ‘projects’ groups of Level 1 (Year 8) and Level 3 (Year 12) students, across their two year GCSE course. The Grand Challenges supporting them at key transition points in their journey allow students to make interdisciplinary connections through education. Mentoring is delivered over four in- between their GCSE knowledge and big problems facing school sessions for each year group, and through extended our world. Students complete a range of creative products one-to-one online mentoring for Level 3 (Year 12) students. and are awarded Grand Challenge certificates dependent Brightside supports UCL student mentors to be inspiring on the quality of product. For example, students produce role models, enabling young people to develop skills, grow academic posters based on the challenges of urbanisation in knowledge and awareness of their future options, and that are then presented at UCL. supporting them to make confident and informed decisions about their futures. How do both institutions benefit from “[Brightside mentoring is] this initiative? “Feedback from UCL’s How do both institutions benefit a wonderful opportunity for UCL Academy has used the Grand Challenges to design senior leadership team and from this initiative? both mentees and mentors a curriculum that aims for academic mastery, personal Grand Challenges team on Brightside’s UCL Academy mentoring project works to interest and creativity. Students are more engaged when support and maintain strong links between UCL and UCL to learn valuable knowledge they can relate academic content to real world issues. Grand the quality of work students Academy. Brightside gives UCL students an exciting and and gain important skills Challenges allow UCL Academy to develop a clear internal produced was excellent. challenging volunteering opportunity; engaging with framework of ‘big questions’ built around themes associated students in UCL’s sponsored school, and developing for our academic and with each Grand Challenge. Through the projects, students Several students were able their skills and experience. personal goals.” create and present work to real audiences at UCL and to articulate the importance Supporting the Academy’s curriculum ethos and 17 x 17 beyond and engage with excellence e.g. through programme, Brightside matches Academy students with UCL Student Mentor, April 2019 interactions with UCL academics and students. of applying their learning to mentors from a world leading university. UCL mentors are real world problems. They role models and sources of advice and support for Academy students. Mentoring gives them an insight into post-16 highly value the importance and post-18 options, increases their human and social of speaking in front of real capital, and supports them to make confident and informed decisions about their future options. audiences.”

Richard Donnelly, Director Engagement: Engagement: of Connecting the Curriculum and Grand Challenges, UCL Academy

Total number of UCL Total number of UCL Total number of UCL 1440 UCL Academy Total number of students Academy Level 1 Academy Level 3 student mentors involved Students have engaged involved across Level 2 (Year 8) students (Year 12) students from 2013-14 to 2018-19 with Grand Challenges (Year 10) and Level 2+ involved from 2013-14 involved from 2013-14 issues and themes (Year 11) each year to 2018-19 to 2018-19 since 2015

05 06 UCL Volunteering Services Unit Guest Lecture Series UCL students lead volunteering projects UCL academic staff give lectures at UCL at UCL Academy Academy to raise student aspirations

How do the VSU and UCL Academy What is the Guest Lecture Series? work together? In 2015, UCL Academy began a very successful Guest UCL students have led projects and activities at UCL Lecture Series for Sixth Form and KS4 students. Guest Academy over the course of the partnership. Historic lectures are delivered by UCL academics, including Anthony projects include an Environmental Justice Project, Smith (Professor of Pharmacy) David Price (Professor Shakespearience and a Model United Nations Project. of Mineral Physics), Lucie Green (Professor of Physics), Subhadra Das (Curator, UCL Culture Science Collections), In 2018-19, examples of projects and activities included: Mark Ford (Professor of English), Stephen Fossey (UCL • Royal Free, University College and Middlesex Medical Physics and Astronomy) and many more. Students are Schools (RUMS) FC providing football coaching open exposed to a wide range of academic topics through to all students at UCL Academy the series, with lectures traditionally taking place late on Thursday afternoons at UCL Academy Lecture Theatre. • UCL students teaching basic sign language to UCL Academy students How do both institutions benefit from • UCL students supporting UCL Academy this initiative? “The UCL lecture series Cheerleading group The overarching objective of the lecture series is to raise has offered scope for us • Natural and Free Running/Parkour Club delivering aspirations and offer UCL Academy students the opportunity to experience frontier level parkour sessions at the Academy to engage with UCL. The series also promotes academic • Amnesty International workshop with UCL’s excellence and innovative curriculum links with UCL. UCL research and considered Amnesty International Society Academy students and staff benefit from the knowledge and expertise of UCL academic staff, and make explicit the wider possibilities and How do both institutions benefit connections between the subject matters taught across applications of the subjects from this initiative? both institutions. we are studying.” UCL students develop a range of skills, including leadership “I’ve really enjoyed my and communication skills, through organising and delivering Level 3 student, UCL Academy their own projects at UCL Academy. UCL Academy students time volunteering at UCL gain project-specific skills and knowledge and interact with Academy. It’s been a great role models from UCL. “Our students are thankful way for me to develop my for the opportunity to leadership skills and also hear from the very best enhance the knowledge academics at UCL. This Engagement: and skills of students at Engagement: is also in line with the the Academy” Gatsby benchmark 7 in UCL student volunteer, 2019 good career guidance: ‘Encounters with further 100+ UCL students Over 1700 UCL and higher education.” involved in student-led Academy students volunteering projects at have attended guest Eranda Aliu, Coordinator the Academy since the lectures since 2015 of Careers and UCL Links, start of the partnership UCL Academy

07 08 Staff Masterclasses UCL Academy Middle Leaders UCL academics share subject expertise with UCL Academy staff wishing to enhance their own pedagogical practice Development Programme IOE staff support the development of middle leaders at UCL Academy, and gain knowledge of school leadership

What are Staff Masterclasses? What is the Middle Leaders The masterclasses are delivered by UCL academics Development Programme? to subject specialists at UCL Academy as part of the UCL Academy supports middle leaders to develop through Academy’s planning day schedules. For example, Maths an evidence-led and theoretical approach to leading change problem solving with Dr Luciano Rila and an English and innovation. The one-year programme is bespoke to masterclass on the book ‘The Beloved’. The masterclasses the needs of the group and includes leadership theory are delivered to whole departments or parts of departments workshops, practical leadership workshops and a cycle specialising in a particular area of knowledge. of reflection and evaluation. The course is supported by members of the Institute of Education (IOE) and How do both institutions benefit Centre for Leadership in Learning (LCLL), drawing on their from this initiative? expertise in the field. Maths masterclasses have had an impact on Maths subject pedagogy at UCL Academy. There has been a direct impact How do both institutions benefit from in the classroom for teachers involved in the Maths problem this initiative? “The MLD programme was solving masterclass. Pre and post assessments are used Eight middle leaders successfully applied for senior alongside the implementation of innovative practice learned instrumental in giving me “Teachers highly value the leadership positions following the programme. Six in the masterclass. of these vacancies were then filled internally due to the confidence to apply Maths masterclass and in leadership development training opportunities provided. The ‘Beloved’ masterclass was highly engaging and had for a senior leadership a motivational effect on staff and students alike. The particular they developed Two members have registered for a Master’s in Education masterclasses provide UCL academics with the opportunity following the programme position.” to share their subject expertise with colleagues at UCL their metacognitive Through working with the Academy the IOE have been able Academy, who in turn are able to utilise this learning to MLD participant, 2019 teaching skills. Teachers to contribute to the wider education system, remain up to invigorate students’ passion for their subject area. enjoyed the masterclass date in their knowledge of the needs of leaders in schools and design new workshops based on this information. because they were put in the position of their students and learned through “the problem starts with the answer” mantra.”

Richard Donnelly, Engagement: Director of Connecting Engagement: the Curriculum and Grand Challenges, UCL Academy

In 2018-19 two staff 19 participants on Eight middle leaders masterclasses were the Middle Leaders applied for senior leadership delivered to 20 staff Development Programme positions, six vacancies filled this year (2019) internally due to leadership development training opportunities provided

09 10 Maths Project Research An academic intervention designed to The research project ‘Ideas of the future in young people’s educational raise Maths attainment at UCL Academy decision-making’ by Professor Richard Sandford is an example of how UCL and UCL Academy have worked together to deliver a mutually beneficial research project

What is the Maths Project? What does the research project involve? The Maths Project is a collaboration between UCL Academy A diverse group of UCL Academy students, at a similar Maths department, UCL Access and Widening Participation point in their educational careers, are participating in Office, academics from UCL Institute of Education (IOE) and interviews to explore their choices, goals and stances UCL students. UCL students are trained to deliver weekly towards the future. The project aims to better understand Maths support sessions with half of the Level 2 (Year 10) the work done by ideas of the future in the educational cohort. The session plans were developed by Dr Suman decision-making of young people. Findings from the Ghosh (UCL Mathematics Education lecturer) with guidance research will help educators to better support young from Dom Adamson (Assistant Curriculum Leader Maths, people in making educational decisions. UCL Academy). The aim of the project is to raise pupils’ attainment in Maths, and the UCL Access and Widening How do both institutions benefit from Participation Office is conducting a research project to test this initiative? the impact on pupils’ results. For UCL Academy, the project has expanded the ways in which students are supported to consider their futures, “I have found working How do both institutions benefit “This project has been a developing and complementing themes addressed within from this initiative? wonderful example of how their Reflect and Connect sessions. Students have been with the Academy a real UCL Academy benefits from the academic expertise of introduced to a critical and reflexive perspective on their pleasure. The staff have UCL academics from the IOE Department of Curriculum, our two institutions can futures, ahead of making their GCSE choices. For UCL, Pedagogy and Assessment, and from the enthusiasm of collaborate effectively when working with students has provided new insight into the really done their utmost to the UCL undergraduates who run the sessions. For UCL, ways in which students consider the future, which will be it has been very beneficial to work closely with Dom and staff on both sides are hugely valuable to educators supporting students to aspire enable this research, going colleagues at UCL Academy. The UCL Access and Widening invested in a project. Seeing and aim high, and to education researchers exploring how above and beyond to help Participation Office has run a project with a control group futures are imagined by young people. for the first time and hopes to be able to evaluate robustly the interactions between make it happen.” how this school-level intervention has impacted pupils’ the Year 10 pupils and UCL Professor Richard Sandford, attainment, a key objective for universities. undergraduate students gave UCL Faculty of the Built a real sense of the positive Environment benefits that university-led projects in schools can bring to both groups”

Engagement: Jennifer Whitney, Access Manager Engagement: (Pre-16), UCL Access and Widening Participation Office

84 students (half of Level 2/ 24 UCL students For this project, 19 Level Year 10) have participated in worked as Maths 1 (Year 8) students have the Maths support sessions in tutors on the project been involved over the 2018-19. We will be providing summer term of 2019 support for the other half of the year group in 2019-20

11 12 When UCL became the first university in the country to “take on sole sponsorship of an academy, the aim was to Professor provide Lucie Green, an education for UCL Chair of Governors all, irrespective of race, faith or background, and with a broad and balanced curriculum that encourages problem-solving and critical thinking. We aim that our students are engaged and active global citizens and this necessarily requires partnerships - both national and international. I look forward to supporting UCL Academy as we build on the success of previous initiatives and further grow our networks to ensure that we offerthe very best opportunities for our staff and our students. Professor Lucie Green ”

13 University UCL Academy College London

University College London UCL Academy Gower Street Adelaide Road London London WC1E 6BT NW3 3AQ +44 (0) 20 7679 2000 +44 (0) (20) 7449 3080 @ucl @UCL_Academy @uclofficial @theuclacademy @ucl @theuclacademy www.ucl.ac.uk www.uclacademy.co.uk