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A Truly Great College, Passionate About Success. Providing information and advice to BTEC L3 learners on progressing to HE. Sharing views – Generating ideas. What I intend to cover: Setting the Scene BDC Information, Advice and Guidance Structure

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slide1

A Truly Great College, Passionate About Success

Providing information and advice to BTEC L3 learners on progressing to HE

sharing views generating ideas

Sharing views – Generating ideas

What I intend to cover:

Setting the Scene

BDC Information, Advice and Guidance Structure

Brief overview/summary of the BTEC level 3 qualification

12/13 Data

New initiatives – looking forward with the destination in mind

about us

About us

Our USP

REAL WORK FOR STUDENTS

Large FE and HE college serving East London

12,000 students

3,500 16-18s

600 staff

700 apprentices

£34m turnover

Extensive employer networks

Real-work environments

Specialist training centres

slide6

Shortlisted 2013

(results 28 Feb 2014) Support for Students Award &

Provider of the Year

Won 2012: Outstanding E-Learning Team

Won 2011: Outstanding entrepreneurship in learning and skills

slide7

Association of Colleges’ Student of the Year: 2 years running

November 2012:

Adam GemiliTeam GB & London 2012 Sprinter

November 2013:

Vicky Knight Health & Social Care Student

information advice guidance bdc approach

Information-Advice-GuidanceBDC Approach

One of a few colleges in the UK that adopt an Opportunities Coach approach

A team of 11 multi-skilled Opportunities Coaches, trained in Motivational Dialogue

Attitudes and behaviours used:

Telling

Urging

Persuading

Confronting strongly

Give unsolicited advice

opportunities coaches in bdc context

Opportunities Coaches in BDC Context

Work alongside curriculum areas to offer wrap around support to students and to be an additional layer to work with our most ‘at-risk’ students. 

Attend curriculum team meetings to meet with personal coaches and CTLs/CMs.  This keeps caseloads fluid and ensures that the students most needing support are identified and monitored.

offer one to one support and group tutorials relating to motivation as well.

Function as a link point to other support services within the college such as student welfare, counselling and well-being, peer mentoring and careers guidance

intervention in bdc context

Intervention in BDC Context

Meet with identified learner for either an informal meeting or linked through a disciplinary

Using our skills the learner is helped to set their targets (SMART)

Approx. two weeks later the Opportunities Coach meets the learner for a review and to identify progress

impact measurement in bdc context

Impact Measurement in BDC Context

Every intervention is logged: informal, linked to disciplinary and review

Excellent results that have improved year on year

Home visits to students

careers advisors in bdc context

Careers Advisors in BDC Context

The college has two 0.5 directly employed Careers Advisers and additional support from the National Careers Service (for students and external visitors aged 18+) and our 14-19 Borough Careers Adviser(formally a Connexions Personal Adviser) who see students within this age bracket.

The external providers are in the college on a weekly basis and are all based in Advice Street.  This ensures that the service is impartial and can link students to opportunities both internally and externally. 

We are Matrix accredited and our in-house careers advisors are qualified to Level 7.

progression beyond college

Progression beyond college

“We identify, through Personal Coaches delivering Progression tutorials and completing a survey with them, which students have a clear progression pathway and which need some more support with making a decision.  We go through this process early in the Summer term.  We then offer workshops for students who need more help and advice with searching for apprenticeships, job hunting, interview techniques etc. and one to one interviews for those who are completely unsure how to progress.”

Hannah Grassham

Careers Advisor/Opportunities Coach

further information

Further information

Motivational Dialogue implemented at BDC by Paul Lalgee

http://sflip.excellencegateway.org.uk

Strong emphasis on ILP’S and SMART Target setting

brief overview summary of the btec level 3 qualification

Brief overview/summary of the BTEC level 3 qualification

BTEC Level 3 Subsidiary Diploma in Business Year 1 (60 Credits)

2 AS equivalent

BTEC Level 3 Diploma in Business Year 2 (60 Credits)

2 A2 equivalent

BTEC Level 3 90 Credit Diploma in Business Year 1

3 AS equivalent

BTEC Level 3 Extended Diploma in Business Year 2 (90 Credits)

3 A2 equivalent

invigorating the curriculum offer 8 s i ps to success

Invigorating the Curriculum offer – 8 S.I.Ps to Success

Key Features

Building an ethos of accountability and ownership

Aim - Provide students the opportunity to reflect on their own personal enterprise and employability skills development, prioritise , set targets and identify further opportunities to make their future possible

Purpose - To ensure that the learning experience of each of our Barking and Dagenham students is of the highest quality, enabling them to achieve and progress to their full potential and beyond

invigorating the curriculum offer 8 s i ps to success1

Invigorating the Curriculum offer – 8 S.I.Ps to Success

Approach

Delivered in Tutorial outside of mandatory Tutorial sessions

Student activity engagement for those FS exempt

8 S.I.P steps

Step 1 Audit Enterprise and Employability Skills

Step 2 Prioritising Skill Development

Step 3 Identify and Track Skill Development Opportunities

Step 4 Review and reflect – Final Skill Audit

invigorating the curriculum offer 8 s i ps to success2

Invigorating the Curriculum offer – 8 S.I.Ps to Success

Value of initiative

8 S.I.P’s to Success programme supports UCAS personal statements and student references as well serving as a resource for specific curriculum-linked learning outcomes. Furthermore, Business students have the opportunity of building a skill development portfolio which may support future enterprise and employability opportunities.

invigorating the curriculum offer launch personal business and finance skills academy 14 15

Invigorating the Curriculum offer – Launch Personal, Business and Finance Skills Academy 14/15

PBF Skills Academy fundamentally focuses on raising aspirations and achievement of all students involved

It is special in the way it mainstreams employer support through Partners in Business, Guru Lecturers, summer internships, work place visits, seminars

and conferences

stimulating progression onto h e launch personal business and finance skills academy 14 15

Stimulating Progression onto H.E – Launch Personal, Business and Finance Skills Academy 14/15

Partners in Business identified, acting as a role model, critical friend and mentor provide Career Academy students with one-to-one support with coursework and life skills.

Mentor-Mentee partnerships provide students with the opportunity to:

reflect on recent coursework; reinforcing classroom learning with real life examples

practice employability skills such as time management, problem solving, CV writing or interview techniques

Widen their network of business contacts for the future

Inform – Assist – Guide intended student destinations

Guru Lecturers

Experts in their field complement other teaching resources, enhance learning and help to ground the curriculum in the real - and current - world of work

stimulating progression onto h e launch personal business and finance skills academy 14 151

Stimulating Progression onto H.E – Launch Personal, Business and Finance Skills Academy 14/15

Workplace Visits

The experience of being welcomed into unfamiliar corporate environments is a massive student confidence builder. Students have the opportunity to build on learning and expanding their understanding of the business environment and work place etiquette.

Summer Internships

Employers provide a six-week paid work placement in a real operating environment.

This provides students with the opportunity to use key skills and knowledge they have learned at College.

Curriculum

Curriculum, which is vocationally based and student-centred, equips students with valuable life skills and employability training forms a key part of the curriculum offer.

Curriculum ensures students can explore an area of interest while being exposed to a wide range of education and career possibilities

key challenges

Key Challenges

What are the main barriers that learners face moving from F.E to H.E?

How do those advising students ensure they are kept up-to-date with higher education opportunities?

How effective is the support and guidance regarding Student Finance England, loans & grants

How do we continue to support IAG in a commercially competitive environment?