AoC Beacon Awards Prospectus 2012/13

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AoC Beacon Awards Prospectus 2012/13

  1. 1. AoC Beacon Awards AoC Beacon AwardsProspectus 2012/13 Prospectus 2012/13 Teaching and Learning, Curriculum Design and Development Leadership and Quality Improvement Responsiveness, Partnership and Impact
  2. 2. The Beacon Awards 2012/13SponsorsInnovation in Further Education AoC Charitable Trust Award for Innovation in FETeaching and Learning, Curriculum Design and Development 1st4sport Qualifications and LSIS Award for Efficiency sports coach UK Award for through Effective Use of Sport in the Curriculum Technology in FE and Skills Edge Award for Practical Microlink and National Grid Teaching and Practical Inclusive Learning Award for Learning Students with Learning Difficulties and/or Disabilities JLT Benefit Solutions Ltd OCR Award for Skills Award for Health and Community CareAwards for Leadership and Quality Improvement City & Guilds Award for LSIS Award for Outstanding Staff Development Leadership of ImprovementAwards for Responsiveness, Partnership and Impact AQA Award for University of Southampton College/School Award for 14-19 Widening Partnerships Participation Association of Colleges Welsh Government Award Award for College for Engaging Learners who Engagement with are not in Education, Employers Employment or Training Pearson Award for Widening Participation to Lifelong Learning
  3. 3. Barclay’s Print provides the further education sector with high quality, competitively-priced printingservices, matched by the lowest possible environmental impact.We produce prospectuses, posters, marketing and student recruitment literature for our education clientswhich include the AoC, Barking and Dagenham College, University of Greenwich, City and Islington College,Elizabeth Garrett Anderson School, Cranbrook School and Dunraven School.We are one of fewer than 10% of UK printers certified to Forest Stewardship Council standards. The FSCpromotes the responsible management of the World’s forests and we are able to prove that the paper weuse has been made from pulp that meets their rigorous standards.We are Carbon Smart blue certified, as we have made a commitmentto reduce our carbon footprint by a minimum of 5% every year.We are ISO14001 Environmental Management certified, provingthat we are committed to continual improvement of the businessin the way that it interacts with the environment.For free advice and the chance to save money, whilst improvingyour printed products:Contact Neil Young on 020 8556 5955www.barclaysprint.co.ukFurther education - serving the needs of a better society and strong economy
  4. 4. A Message from John Hayes MP, Minister for Further Education, Skills and Lifelong Learning I am delighted, once again, to offer the Government’s support to the AoC Beacon Awards, now in their nineteenth year. It has been my privilege, first in Opposition, now in Government, to learn at first hand about the innovative and exciting approaches that Beacon Award winning Colleges from across this country have adopted to support individual learners, their communities and Britain as a whole in these economically difficult times. I hope that the whole College sector shares my pride in the winners’ achievements. They have shown their ability to respond flexibly and positively to a rapidly changing and sometimes challenging environment with passion and commitment. Their work is laying the foundations of a future where all will have the chance to gain skills to meet the demands of a recovering economy and the confidence to venture in new and exciting directions. Hosting World Skills 2011 was an extraordinary achievement for the UK. It exemplified the excellence in skills we can achieve in a competitive environment. Part of the World Skills legacy we are building is the development of skills experts. I hope that the excellence skills experts will help to achieve and the excellent teaching and learning and creativity exemplified through the AoC Beacon Awards can complement one another. I know from my own visits to Colleges, that outstanding practice exists up and down the country. It is for this reason, that I would encourage strongly all Colleges to identify areas that you feel would be particularly worthy of recognition and apply for awards so that your communities and the rest of the sector alike might learn and benefit from your efforts. I also take this opportunity to thank sincerely all of the sponsors of the AoC Beacon Awards. My appreciation of your commitment to identifying and supporting excellence in the sector cannot be overstated. You are playing your part in helping us to follow the path that leads towards social and economic renewal.   John Hayes MP Minister for Further Education, Skills and Lifelong Learning1
  5. 5. The following bodies have given invaluable support for the Programme for 2012/2013 which is greatly appreciated Administered by the Association of Colleges The AoC Beacon Awards were set up by The Partnership Trust in 1994. Since August 1996 they have been administered by the Association of Colleges. The AoC Beacon Awards are run through the AoC Charitable Trust which is a Registered Charity in England and Wales (charity number 1040631) and in Scotland (charity number SC039064). Authored by Alice Thiagaraj | Authorised by Dame Pat Bacon Photography Acknowledgements: East Riding College, Gateway College, Salford City College2 Further education - serving the needs of a better society and strong economy
  6. 6. The AoC Beacon Awards Programme The AoC Beacon Awards, launched in 1994, recognise and are designed to promote the interdependence of Further Education Colleges, business, professional and voluntary sector organisations to their mutual advantage. The aim of the programme is to highlight the breadth and quality of education in Colleges throughout the UK and increase understanding of Colleges’ contribution to UK educational skills policy and economic and social development. The Awards: • Recognise imaginative and exemplary teaching and learning practice in Colleges • Draw attention to provision which encourages and supports learners to approach challenges positively and creatively • Support learning and continuous improvement through the dissemination of Award-bearing practice • Promote and celebrate the further education sector’s commitment to pioneering approaches to equality and diversity The Programme represents partnership in action by providing significant benefits for the major players involved: • An Award acts as a development grant to help realise the full potential of a project based in a College of further education • An Award serves to promote the business needs and interests of the sponsor The dissemination of exemplary practice represented by the Award-winning projects is a major purpose of each year’s AoC Beacon Awards Programme. Project Profiles of each year’s winning Colleges are written up and disseminated to the FE sector after their announcement. The AoC Beacon Awards Steering Group The AoC Beacon Awards Programme is operated through the AoC Charitable Trust which is a Registered Charity in England, Wales and Scotland, and is administered by the Association of Colleges (AoC). The AoC Beacon Awards office is offered advice and guidance by the Steering Group for the delivery and development of the programme. The Steering Group is made up of representatives from Colleges, funding bodies and sponsoring organisations (Steering Group members as of 1 March 2012 appear on the back page). The Steering Group makes all final decisions about Award winners in the light of recommendations from the team of assessors and the Chief assessor.3 Further education - serving the needs of a better society and strong economy
  7. 7. The 2012/2013 AoC Beacon Awards The AoC Beacon Awards recognise and commend exemplary initiatives (which can be programmes, courses, projects or other forms of teaching, learning, advice, guidance or support). New projects or initiatives which have not completed a full cycle of implementation so that evidence of outcomes is unavailable will not be eligible for consideration. Awards take the form of monetary grants of between £3,000 and £5,000 which will be awarded on the clear understanding that the total monies will be set against expenditures incurred taking forward the development of each winning initiative. Colleges are defined as institutions which were incorporated under the Further and Higher Education Act 1992 (the Act). Awards are designed at the discretion of the sponsors as UK Awards or as Awards for Colleges in England, Northern Ireland, Scotland or Wales. It is a condition of entry that each College gaining an Award undertakes to inform its community about its achievement and about the support and interest provided by the sponsor. It should also undertake to inform the sponsor of how the Award money was used. It is expected that within approximately six months of the announcement of the Award, the winning College will organise a local presentation ceremony in consultation with the sponsor to allow for maximum media coverage. The AoC Beacon Awards office should be advised of the arrangements. Winning Colleges will be asked to present a breakout session at the AoC Annual Conference on their project and its benefits to learners. Award winning Colleges are permitted to use the AoC Beacon Awards logo with the year of the programme beneath it on College headed paper, promotional material etc. A summary list of Awards, their sponsors and the geographical focus of each appear on the next page.4 Further education - serving the needs of a better society and strong economy
  8. 8. The Awards SPONSOR FOCUS OF AWARD GEOGRAPHICAL FOCUS 1st4sport Qualifications Sport in the Curriculum UK & sports coach UK AoC Charitable Trust Innovation in Further Education UK AQA College/School Partnerships UK Association of Colleges College Engagement with Employers UK City & Guilds Staff Development UK Edge Practical Teaching and Practical Learning UK JLT Benefit Solutions Ltd Health and Community Care UK LSIS Effective Use of Technology in FE and Skills England LSIS Outstanding Leadership of Improvement England Microlink & National Grid Inclusive Learning UK OCR Skills UK Pearson Widening Participation to Lifelong Learning UK University of Southampton 14-19 Widening Participation UK Welsh Government Engaging Learners who are not in Education, Wales Employment of Training5 Further education - serving the needs of a better society and strong economy
  9. 9. AoC Beacon Awards The AoC Beacon Awards 2012/2013 Calendar 2012 April AoC Beacon Awards 2012/2013 Prospectus distributed to Colleges 4 July Closing date for receipt of AoC Beacon Award applications August – September First stage of assessment (shortlisting) September – October Second stage of assessment (site visits) October Third stage of assessment and final selection by AoC Beacon Awards Steering Group 20-22 November 2012/2013 AoC Beacon Award Winners announced at the AoC Annual Conference 2013 January – April Local presentation ceremonies 6 February AoC Beacon Awards National Presentation Ceremony May Dissemination Workshop November Winning Colleges deliver breakout sessions at the AoC Annual Conference6 Further education - serving the needs of a better society and strong economy
  10. 10. AoC Beacon Awards Assessment The Assessment of the AoC Beacon Awards applications will be the responsibility of specialist assessors co-ordinated by the AoC Beacon Awards Manager. Normally two assessors will be assigned to each award one of whom may represent the sponsor. A Beacon Assessor (appointed by the Manager) acts as the Lead Assessor for each award. The process has three stages – shortlisting, visiting and final decisions STAGE 1 Assessment leading to shortlisting will have regard to the general requirements detailed on page 8 of this prospectus together with the stipulations governing the specification of each award. The outcomes of this stage are lists of applicants who best match these criteria. These lists are verified by the Chief Assessor. STAGE 2 Assessment by visiting involves matching the ‘evidence on the ground’ at the shortlisted Colleges with their applications. In particular, the assessors will be interested in the impact of the project on the experience of students, particularly any outcomes for learning including achievements in terms of skills and/or qualifications gained. Assessors will also wish to explore how the project is managed including its impact on equality and diversity, methods of evaluation, quality assurance, the future development of the initiative and its dissemination to other Colleges. The assessors would expect to have discussions with staff, students and other relevant parties in the course of the site visit. Assessors, prior to a visit, may contact the College to request additional information. The outcomes of this stage are the judgements and recommendations for Awards. Sponsors may, with the agreement of the AoC Beacon Awards Manager, undertake Stages 1 and 2 of the assessment process in respect of their own Award(s), in conjunction with an AoC Beacon Award Assessor. STAGE 3 The Chief Assessor will present the Assessors’ reports and recommendations to the AoC Beacon Awards Steering Group which will select the Award winners. All AoC Beacon Awards are awarded or withheld at the sole and absolute discretion of the AoC Beacon Awards Steering Group and those acting on its behalf. No explanation will be given following the making or withholding of an Award. The Handbook for the Assessment of AoC Beacon Awards is available online for both Colleges and Assessors at www.aoc.co.uk/beaconawards/assessment. AoC Beacon Assessors AoC Beacon Assessors are selected from a register of assessors, which is held by the AoC Beacon Awards office. All assessors on the register are given training and all new assessors are mentored in their first year. Winning Colleges are invited to nominate someone from their winning team to be trained as an AoC Beacon Assessor to ensure that the register always has individuals with the most up-to-date sector knowledge involved with the Awards. Applications will also be considered from those with suitable experience of further education. If you would like to apply, please contact the AoC Beacon Awards Manager. alice_thiagaraj@aoc.co.uk7 Further education - serving the needs of a better society and strong economy
  11. 11. How to Apply for Beacon Awards General Beacon Award Criteria The Beacon Awards recognise exemplary initiatives. To be eligible for an award, the initiative should show evidence of imaginative yet sustainable teaching and learning practice or other relevant provision. The application can be for an initiative which can be a programme, course, project or other form of teaching, learning, advice, guidance or support. The application must fulfil the following criteria: managed including how quality assurance is used to 1) meet the specific requirements set out by the sponsors improve the initiative, and how the project meets of the award to which the submission relates equality and diversity standards 2) have regard to promoting equality and diversity in • Outcomes and benefits to learners – show how the the delivery of the programme initiative has benefited the learners and others involved 3) be subject to evaluation/quality assurance to influence with the project – this should be supported by the continuing development of the initiative written evidence from beneficiaries who may be 4) have been running for at least one academic year by students, trainees, employers or, in some cases, parents. 31 July 2012 This section should also include data on enrolment, 5) have features which actively promote exemplary retention, achievement and progression and how this teaching and learning project shows a commitment to equality and diversity 6) be of benefit to one or more groups of students or • Dissemination and the future – key features of the trainees who are identified and described in the project should be highlighted demonstrating how application it can benefit other Colleges and how it will develop in 7) have wider relevance and applicability which would the future make it of value to other Colleges as an example of No College which has previously won an AoC Beacon good practice or innovation Award will be eligible for consideration a second time for the same award within a period of three years from the How to Structure your Application previous successful application. You should submit a single covering application form A College may apply for as many Awards as it wishes (at the end of this prospectus) which should be signed however, it may submit only one application per Award. by the principal and should have the contact details of A College which has a project which fits into two or more the person the assessors will contact to arrange a site categories may submit that project for only one Award. visit. This should be accompanied by the main part of All applications will be treated as strictly confidential the application. to the Steering Group, Assessors and Beacon Awards The main body of your application should be anonymous Manager. Material from any application will only be and should address all of the above criteria and be made made public with the express approval of the College in a statement of no more than 3,000 words. The statement concerned. should be made by a senior member of staff who has had Each application will be sent an acknowledgement close contact with the initiative. Written evidence from addressed to the Principal/Chief Executive. Your beneficiaries should be included in the word limit. You College will be subsequently contacted only if the may make reference to other materials (i.e. multimedia project is shortlisted. material, College documents, etc.) which the assessors You are asked to submit ONE copy of your application can request or access, should they wish to do so. form and FOUR copies of your ANONYMISED Your application should be structured, as far as possible, statement (including supporting evidence) by under the following headings: Wednesday 4 July 2012 to: • Project summary – a brief overview of the initiative including a clear description of target group ALICE THIAGARAJ • Aims and objectives – the aims and objectives, how AoC CHARITABLE TRUST MANAGER AoC CHARITABLE TRUST they were established, and how they have resulted in 2-5 STEDHAM PLACE the promotion of exemplary teaching and learning LONDON WC1A 1HU • How the project meets the sponsor’s criteria – a section which clearly addresses each of the sponsor’s criteria as All enquiries about making an application should be set out on the relevant page in the Awards section addressed to the Beacon Awards office at the above • Project management – describe how the project is address and NOT to sponsors or assessors.8 Further education - serving the needs of a better society and strong economy
  12. 12. 9 Further education - serving the needs of a better society and strong economy
  13. 13. The Awards Innovation in Further Education Page AoC Charitable Trust Award for Innovation in FE 11-12 Teaching and Learning, Curriculum Design and Development 1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum 15-16 Edge Award for Practical Teaching and Practical Learning 17-18 JLT Benefit Solutions Ltd Award for Health and Community Care 19-20 LSIS Award for Efficiency through Effective Use of Technology in FE and Skills 21-22 Microlink and National Grid Inclusive Learning Award for Students with Learning 23-24 Difficulties and/or Disabilities OCR Award for Skills 25-26 Awards for Leadership and Quality Improvement City & Guilds Award for Staff Development 29-30 LSIS Award for Outstanding Leadership of Improvement 31-32 Awards for Responsiveness, Partnership and Impact AQA Award for College/School Partnerships 35-36 Association of Colleges Award for College Engagement with Employers 37-38 Pearson Award for Widening Participation to Lifelong Learning 39-40 University of Southampton Award for 14-19 Widening Participation 41-42 Welsh Government Award for Engaging Learners who are 43-44 not in Education, Employment or Training10 Further education - serving the needs of a better society and strong economy
  14. 14. The Trustees of the Association of Colleges Charitable Trust are delighted to be able to support its Beacon Awards through the sponsorship of this new award. The AoC Charitable Trust is a Registered Charity which was established in 1994 to advance the education of members of the public over the age of 16 years. It currently does this through the AoC Beacon Awards, the AoC Gold Awards for Distinguished Alumni of Further Education Colleges and through an International Mentoring Project. Through these programmes it offers organisations sponsorship opportunities to fund the activities as well as providing them with an opportunity to fulfil part of their Corporate Social Responsibility agenda as well as promoting their brand values and reputation in the sector. The Trust would be interested to have feedback from Colleges on the areas which it feels it could add value to your learners. It is the Trust’s intention to hold an online silent auction in 2012 to raise funds to support current and future activities whilst at the same time providing Colleges and others with goods and services which are of benefit to staff and/or students. More general information on the AoC Charitable Trust is available on the AoC website. Please contact Alice Thiagaraj if you have feedback on the work of the Trust.11 Further education - serving the needs of a better society and strong economy
  15. 15. AoC Charitable Trust Award for Innovation in FE This award is open to all Further Education Colleges, Sixth Form Colleges and Tertiary Colleges which can demonstrate successful and innovative approaches in any aspect to supporting learning for a wide range of learners enabling development of a high level of skills and knowledge meeting the demands of employers and/or progression to FE or HE. The award will be made to the College which can demonstrate the most successful initiative which transforms the capability of learners to successfully achieve their individual aims, gain qualifications and/or progress to employment or FE/HE. Colleges should be able to provide evidence of achievement of the general Beacon criteria particularly highlighting how the initiative demonstrates: • Effective leadership and management resulting in sustained excellence or significant improvements in quality • Partnership arrangements that support the College in meeting the needs of its community • The promotion of transformational teaching supporting high levels of achievement and progression to employment, FE or HE • Innovative curriculum provision that meets the range of learning and social/personal needs of learners and promotes equality and diversity Assessors will also take account of the scale of the initiative and its significance in the context of the whole College. Reminder: Colleges may make only one submission for an award and may not make the same submission for more than one award.12 Further education - serving the needs of a better society and strong economy
  16. 16. Awards for Teaching and Learning, Curriculum Design and Development13 Further education - serving the needs of a better society and strong economy
  17. 17. Awards for Teaching and Learning, Curriculum Design and Development 1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum Edge Award for Practical Teaching and Practical Learning JLT Benefit Solutions Ltd Award for Health and Community Care LSIS Award for Efficiency through Effective Use of Technology in FE and Skills Microlink and National Grid Inclusive Learning Award for Students with Learning Difficulties and/or Disabilities OCR Award for Skills14 Further education - serving the needs of a better society and strong economy
  18. 18. 1st4sport Qualifications is an awarding organisation recognised and regulated by the Office of Qualifications and Examinations Regulation (Ofqual) in England, Wales and Northern Ireland and the Scottish Qualifications Authority (SQA) in Scotland, created with the aim of offering vocational and occupational qualifications in areas of sport, recreation and allied occupations. These include coaching, leadership, spectator safety, leisure operations and management, education and training, sports volunteering, first aid and injury management, the outdoors, physical education and school sport, using sport to tackle youth crime and functional skills. We work in partnership with a variety of organisations, to develop qualifications, such as: The Association for Physical Education (afPE), sports coach UK, The Football Association (FA), British Cycling, the Rugby Football Union (RFU), the England and Wales Cricket Board (ECB), the Rugby Football League (RFL), the Lawn Tennis Association (LTA) and England Hockey. We are a brand of Coachwise Ltd, the trading arm of sports coach UK. sports coach UK is the central agency for coaching. Our vision is for coaching excellence across the United Kingdom, enabling all children, players and athletes to follow their dreams, have fun and fulfil their potential. To realise this vision, we support our partners to recruit, develop and retain the coaches they need to achieve their participation and performance goals. In England, governing bodies of sport are our national coaching system partners; regionally, we support county sports partnerships. In Scotland, Northern Ireland and Wales, we work with the Home Country Sports Councils. We also aim to develop our partnerships with the Higher and Further Education sectors and other agencies to unlock expertise and potential.15 Further education - serving the needs of a better society and strong economy
  19. 19. The 1st4sport Qualifications & sports coach UK Award for Sport in the Curriculum The 1st4sport Qualifications & sports coach UK Award for Sport in the Curriculum is open to Colleges of Further Education and Sixth Form Colleges offering coaching, sports and leisure qualifications. The award seeks to recognise high quality teaching and learning that results in positive outcomes and involve a range of community and employer partnerships. The assessors will be looking for approaches which: • Recognise the value of coaching skills in the sport curriculum and enable the attainment of relevant industry skills supporting employment or progression to further learning • Include innovative teaching, learning and assessment strategies (such as the use of e-learning or social media), which engage students and enable outstanding achievements • Focus on the needs of the participant / user of sports programmes and facilities in the community • Involve partner organisations such as national governing bodies of sport, County Sport Partnerships, local authorities, clubs and the private sector in delivering the curriculum • Demonstrate practical learning approaches which include relevant community placements enabling students to understand the leisure market and consumer needs16 Further education - serving the needs of a better society and strong economy
  20. 20. Edge is an independent education foundation. It is dedicated to raising the status of practical and vocational learning, so that all young people have the opportunity to achieve their potential, and the UK’s future workforce is equipped with the skills to be successful in the modern economy. Edge believes that ‘learning by doing’ should be valued equally with academic learning, and that there are many paths to success. To find out more and get involved visit www.edge.co.uk Edge launched the Six Steps to Change Manifesto in January 2009, proposing a series of six policy steps to raise the status of practical and vocational learning in the UK. The Six Steps continue to be at the core of our message, projects and partnerships. Step 1 – Ensure all young people learn the skills they need for life and work Step 2 – Replace SATs with individual student profiles Step 3 – At 14 let students choose a pathway which matches their aspirations Step 4 – Ensure educational excellence in all vocational courses Step 5 – Allow students to specialise or change pathways at 16 Step 6 – Vocational degrees endorsed by employers We want young people to have experience of high quality practical learning to enable them to develop the skills needed for success at work in a wide range of careers. That’s why we’re sponsoring this year’s AoC Beacon Award for Practical Teaching and Practical Learning.17 Further education - serving the needs of a better society and strong economy
  21. 21. The Edge Award for Practical Teaching and Practical Learning Edge wants to recognise, celebrate and promote examples of excellent practical teaching and learning. We believe that practical and vocational learning is vital to young people and the UK economy and that this pathway should be given equal status to academic routes. We invite entries for this Award from Colleges which have developed practical teaching and learning approaches that enable learners to have experiences that are: • Real – with opportunities for learners to tackle real life problems by learning from people in the know, using the tools of the trade • Meaningful – the College can demonstrate that learners can explain why they are working on a particular task, and the benefits to themselves, and others, of completing it well • Challenging – with opportunities for learners to work alongside experts and be challenged to perform at new levels of skill • Stretching – the College can demonstrate that the learner can describe their new skills and insights and show the distance they have travelled • Life-changing – the College can demonstrate the doors that are now open to learners and the way that their learning at the College has re-shaped their future.18 Further education - serving the needs of a better society and strong economy
  22. 22. Universities and Colleges Healthcare Services JLT Benefit Solutions Limited has been advising and implementing healthcare solutions for the education sector since 1981 when we launched the Universities & Colleges Corporate and Voluntary Healthcare Plans. Our knowledge of the sector’s requirements combined with our knowledge of market products and solutions has ensured the continued growth of our reputation. Our healthcare solutions now form an integral part of employee benefits and most Universities and Colleges have adopted our medical plans. These services extend beyond private medical care and include all aspects of Occupational Health and employee benefits. Details of our comprehensive services can be found at www.jltgroup.com/eb/uandc/ JLT Benefit Solutions Limited is a member of the Jardine Lloyd Thompson Group which has divisions specialising in Insurance Broking, Employee Benefits, Actuarial Consulting and Healthcare. The Group provides solutions to maximise the effectiveness of our client’s financial, human resources and risk management initiatives. Jardine Lloyd Thompson is one of the largest UK publicly quoted insurance brokers in the UK. JLT Benefit Solutions Ltd. Authorised and regulated by the Financial Services Authority A member of the Jardine Lloyd Thompson Group. Registered office: 6 Crutched Friars, London EC3N 2PH. Registered in England No. 2240496. Vat No. 244 2321 9619 Further education - serving the needs of a better society and strong economy
  23. 23. The JLT Benefit Solutions Award for Health and Community Care The JLT Benefit Solutions Limited Award for quality in health and community care programmes is open to Colleges of Further Education, Sixth Form Colleges and Tertiary Colleges offering courses which cover community and residential care, health studies, early years/nursery nursing and other health and community care programme areas. The assessors will be looking for: • Outstanding schemes that provide models of good practice in health and community care provision. • Initiatives that have innovative and flexible features supporting high levels of achievement. Colleges should provide evidence demonstrating the following: • Responsiveness to employer and training needs in the provision of high quality courses or specific training programmes • Effective collaboration with employers and service providers in the planning and evaluation of the curriculum • Innovation and flexibility in the planning and delivery of courses including the use of technology where appropriate and joint initiatives with service providers such as outreach activities • Effective monitoring and evaluation mechanisms with clear evidence of sustained improvement in the quality of provision • Successful coordination and supervision of practical work placements supporting the development of practical learning • High standards of practical skills developed through practical learning experiences20 Further education - serving the needs of a better society and strong economy
  24. 24. LSIS, the Learning and Skills Improvement Service, is the sector-owned body supporting the development of excellent and sustainable provision across the learning and skills sector. Our priorities are the three essential ingredients for achieving improvement: • Driving forward outstanding teaching and learning • Forging excellent leadership and management • Moving with powerful intervention both to avoid and resolve cases of failure Owned by the sector, LSIS aspires to build the sector’s own capacity to design, commission and deliver improvement and strategic change. It is our ambition that the benefits of technology are used to create a more exciting, rewarding and successful experience for learners and to enable and empower excellent leadership and management of Colleges. Recognising, promoting and sharing excellent practice in the use of technology is essential to support improvement throughout the whole sector. This award celebrates excellence in the use of technology, for learners, managers, and leaders, encouraging providers to realise the benefits of technology and its potential to improve provision across the sector.21 Further education - serving the needs of a better society and strong economy
  25. 25. LSIS is pleased to sponsor this Beacon Award for the Effective use of Technology in FE and Skills. The award is open to all Further Education, Sixth Form and Tertiary Colleges in England. This award aims to recognise where the effective use of technology has produced positive results, made a significant impact on learners and produced efficiency gains. The assessors will be looking for applications which demonstrate, including through digital evidence, how new models of delivery can have significant impact on both learners and the workforce, whether e-delivery has been used across the institution or in specific curriculum areas. Assessors will look for comprehensive evidence (including statistical information) which clearly demonstrates the following: • How new models of e-delivery have produced a significant increase in learner outcomes to enhance the learning experience • How innovation in new delivery models has been supported by the senior management team, and is built into the development of increased organisational e-maturity** • How the effective use of technology has achieved significant quantified efficiency savings, in business processes and delivery of learning and other services, and/or released time and money ** LSIS defines e-maturity as ‘the capacity of a learning provider to make strategic and effective use of technology to improve educational outcomes’.22 Further education - serving the needs of a better society and strong economy
  26. 26. Microlink is Europe’s largest supplier of assistive technology, training and support solutions. A Gold Member of Employers’ Forum on Disability and a founding, acting board member of BATA, Microlink consults and delivers accessibility solutions within corporate, education and retail markets. Our mission is to empower individuals, institutions and companies to reach their full potential. We are the market leader in the provision of equipment and training for the DSA sector and we work closely with special needs co-ordinators in schools and local authority support teams. Microlink welcomes this opportunity to demonstrate its support of the awards programme through joint sponsorship of this important award. It is imperative to recognise the exemplary work Colleges are doing in promoting inclusive learning and this award helps to highlight how Colleges are making a difference in their local communities. National Grid is an electricity and gas company that connects consumers to energy sources through its networks. The company is at the heart of one of the greatest challenges facing our society - to create new, sustainable energy solutions for the future and developing an energy system that underpins economic prosperity in the 21st century. National Grid holds a vital position at the centre of the energy system - we ‘join everything up’. In Britain, we run the gas and electricity systems that our society is built on, delivering gas and electricity across the country. In the North Eastern US, we connect more than seven million gas and electric customers to vital energy sources, essential for our modern lifestyles. National Grid is proud to support this award and to recognise the work that many Colleges are undertaking to help promote an inclusive approach to lifelong learning. Developing the skills and expertise of the future workforce is a vital undertaking. This award helps to recognise the great work of many Colleges in helping their students to fulfil their potential and we are delighted to be associated with it.23 Further education - serving the needs of a better society and strong economy
  27. 27. The Microlink and National Grid Inclusive Learning Award for Students with Learning Difficulties and/or Disabilities The Inclusive Learning Award, supported by Microlink and National Grid, will celebrate exemplary practice in further and continuing education for learners with learning difficulties and/or disabilities. Assessors would be particularly interested to receive applications from further education institutions which have developed exemplary practice in inclusive learning in relation to the curriculum for learners with learning difficulties and/or disabilities. The award supports the aims set out in the Green Paper, “Support and Aspiration: A new approach to special educational needs and disability”, to improve the quality and choice in Further Education for Learners with Learning Difficulties and Disabilities, and improve their transition to adulthood. The assessors will look for provision that exemplifies the principles of inclusive learning as described in the seminal report, Inclusive Learning (HMSO, 1996), and which demonstrates all or some of the following: • Innovative use of resources, including IT, to support the development of the skills and attributes that employers want, and sustained work with employers to help them know how to make use of these skills in their workforce • Effective multi agency partnerships making a practical contribution to supporting learner achievement and progression • An inclusive curriculum which includes teaching and learning activities well matched to learner’s different needs, enabling individuals to develop their skills and experiences through a personalised approach • Equipping and empowering learners to have a voice, to solve their own challenges, make their own choices and to make a contribution to community or society • Comprehensive transition planning for each individual, including processes that fully support learners into College, employment or adult life, and which enable them to achieve success and helps them to transform their lives • Effective encouragement of greater participation in learning through a curriculum that enables the sustained involvement of learners with their local communities enhancing the College experience24 Further education - serving the needs of a better society and strong economy
  28. 28. OCR is a not-for-profit organisation focused wholly on the enhancement of education through assessment. As one of the UK’s leading awarding bodies, OCR provides a professional, reliable and supportive service to thousands of teaching centres. Learners of all ages study our specifications - whether at school, College, in work or through part-time learning programmes - to achieve their full potential. OCR qualifications include AS/A-levels, GCSEs, Key Skills, Basic Skills, Functional Skills, Essential Skills Wales, Entry Level Certificates, Nationals, QCF vocational qualifications, Apprenticeships and ‘own brand’ qualifications. They cover areas such as IT, business, languages, teaching/training, business and administration skills. OCR representatives can also work with centres to provide accreditation to unique qualifications. OCR has been at the forefront of the development and launch of skills qualifications, refining them to ensure learners develop the required practical skills in English/Literacy, Maths/Numeracy and ICT to gain the most out of work, education and everyday life. Our products are designed to enable teachers and lecturers to get the best from students - both during the course and in preparing them for whatever they choose to go on to next. We place the student at the heart of our specification development, seeking new ways to engage with and excite learners. Throughout the UK more than 13,000 Centres offer our qualifications and each year more than 3 million people achieve an OCR qualification.25 Further education - serving the needs of a better society and strong economy
  29. 29. The OCR Award for Skills The OCR Award for Skills is open to all Further Education Colleges in the UK that are delivering Functional Skills, Skills for Life and Essential Skills Wales qualifications in English/Literacy, Maths/ Numeracy and ICT. The award seeks to identify innovative examples of delivery through an approach that embeds skills across the curriculum. The College will be creative in identifying and providing opportunities for learners, which lead not only to the engagement of individuals but also contributes to their continued progression. In particular the assessors will be looking for evidence of: • Contextualising skills delivery so that it engages and reflects the individual needs of learners • Programmes that enable learners to use and apply the English/Literacy, Maths/Numeracy and/or ICT skills to tackle problems that arise in their work and life • An innovative and creative approach to teaching that develops a sustainable delivery model across the College • Regular evaluation mechanisms to measure the effectiveness and relevance of the delivery model • Full support for staff that develops individual and cross-College approaches to delivery26 Further education - serving the needs of a better society and strong economy
  30. 30. Awards for Leadership and Quality Improvement27 Further education - serving the needs of a better society and strong economy
  31. 31. Awards for Leadership and Quality Improvement City & Guilds Award for Staff Development LSIS Award for Outstanding Leadership of Improvement28 Further education - serving the needs of a better society and strong economy
  32. 32. City & Guilds is the UK’s leading provider of vocational qualifications, supporting learning for work, life and leisure, and the opportunity for individuals, businesses and communities to prosper. The City & Guilds Group comprises City & Guilds, the Institute of Leadership & Management (ILM), the land-based awarding body City & Guilds NPTC and the City & Guilds Hospitality Awarding Body (HAB). The Group offers a wide range of qualifications across all sectors – from administration to engineering and from health, care and community justice to security. Awards are available for all levels of skill and knowledge from entry level to the highest levels of professional expertise. We’re always aiming to improve learning support and the delivery of qualifications and assessment. We provide effective, reliable and secure online testing through our global online assessment system – e-volve. We have also developed a learning portal called City & Guilds SmartScreen (www.smartscreen. co.uk) and Learning Assistant (www.learningassistant.com/) which provide advice, guidance and learning support for tutors and learners for an increasing number of our qualifications. City & Guilds is committed to supporting the professional development of all staff working in further education: teachers, tutors, management, technical, support and administrative. At a time of significant change for the education and development of teachers, City & Guilds is keen to recognise effective and imaginative work to support staff development across the breadth of the sector. We recognise the role further education staff play in promoting and developing skills across a wide range of learners and we believe it is essential we share best practice within the sector. Through this award we will showcase effective ways of encouraging and motivating staff and schemes that encourage and promote professional development. We are proud to sponsor an award that shares our passion and commitment for excellence and innovation and recognises outstanding achievement.29 Further education - serving the needs of a better society and strong economy
  33. 33. The City & Guilds Award for Staff Development in Further Education The City & Guilds Award for Staff Development encourages applications from all Colleges of Further Education which believe it can meet the criteria. The award aims to recognise contributions from across the whole range of staff working in further education. The assessors will be looking to reward innovative best practice that delivers identifiable results and benefits. In particular they will be looking for evidence of the following: • Effective ways for encouraging and motivating staff • Schemes that allow and encourage personal and professional development • Effective and imaginative work to support staff development • Schemes that can demonstrate positive outcomes for teachers, other staff and learners30 Further education - serving the needs of a better society and strong economy
  34. 34. LSIS, the Learning and Skills Improvement Service, is the sector-owned body supporting the development of excellent and sustainable provision across the learning and skills sector. Our priorities are the three essential ingredients for achieving improvement: • Driving forward outstanding teaching and learning • Forging excellent leadership and management • Moving with powerful intervention both to avoid and resolve cases of failure Owned by the sector, LSIS aspires to build the sector’s own capacity to design, commission and deliver improvement and strategic change. Recognising, celebrating and sharing excellent practice from across the sector is just one way that we do this; encouraging providers to have the highest aspirations, enabling others to learn how to realise such goals.31 Further education - serving the needs of a better society and strong economy
  35. 35. The LSIS Award for Outstanding Leadership of Improvement LSIS is pleased to sponsor this Beacon Award for outstanding leadership of improvement. The award is open to all Further Education, Sixth Form and Tertiary Colleges in England. This award aims to recognise the critical role undertaken by leaders and governors in improving College provision and developing capacity for sustained improvement. Leadership capacity should be evidenced by securing dramatic improvements in quality confirmed by inspection and/or improvement in the quality of teaching and learning confirmed by significant improvements in learners’ achievements. The assessors will look for evidence that effective leadership and management, at the Principalship and Governing/Corporation Board levels, has been visionary and ambitious for the College and has demonstrated a relentless and uncompromising focus on improving teaching and learning that has produced positive results and a significant impact on learners. Colleges should demonstrate how their provision meets the following criteria: • A shared and learner-focused culture that is supported by clear targets for improvement • Effective leadership by the Governing/Corporation Board enabling significant and sustained impact on improving the quality of the provision and the effectiveness of the College, its progress and its overall performance • Effective leadership and management of organisational development for the benefit of its clients, customers, learners, staff and community • A curriculum offer that has been developed in response to the learning needs of individuals, groups, organisations and partners in the College’s local community, and that results in high standards of outcomes for learners • Creation of value for the sector by identifying the strategies and key transferable messages that work in securing improvement and from which other providers can learn32 Further education - serving the needs of a better society and strong economy
  36. 36. Awards for Responsiveness, Partnership and Impact33 Further education - serving the needs of a better society and strong economy
  37. 37. Awards for Responsiveness, Partnership and Impact AQA Award for College/School Partnerships Association of Colleges Award for College Engagement with Employers Pearson Award for Widening Participation to Lifelong Learning University of Southampton Award for 14-19 Widening Participation Welsh Government Award for Engaging Learners who are not in Education, Employment or Training34 Further education - serving the needs of a better society and strong economy
  38. 38. AQA is a leading education assessment and services provider and each summer approximately 1.5 million candidates sit our exams. AQA has a strong reputation for research and promoting education for the public benefit. We offer GCSEs, A-levels and many other diverse qualifications. While we are best known as the largest provider of GCSEs and A-levels, we also provide a range of learner-focused services. We also offer first class support for teachers and are at the forefront of development of new qualifications. We operate as a social enterprise and invest significant resources in research that helps ensure learners have the opportunity to fulfil their potential. Visit us and find out more: www.aqa.org.uk35 Further education - serving the needs of a better society and strong economy
  39. 39. The AQA Award for College/School Partnerships The AQA Award for College/School Partnerships is open to all Further Education, Sixth Form and Tertiary Colleges in the United Kingdom who have established successful and sustainable partnerships with schools. The assessors will be particularly interested to see evidence of high performing Colleges working with schools to develop best practice, raise standards and develop innovative ways of meeting the needs of teachers and learners. Colleges should provide evidence demonstrating how provision meets the following: • Complementary Curriculum Delivery e.g. – Colleges and schools sharing planning and delivery of post-14 provision • Curriculum Continuity supporting effective Transition e.g. – evidence of Colleges working with schools to give summer/taster courses pre-induction, evidence of Colleges and schools bringing staff together to discuss continuity of support, evidence of learning partnerships • Collaborative Engagement e.g. – joint work with parents/learners, wider stakeholders in the local community, shared arrangements for dissemination of information/marketing promotion e.g. – career fairs • Consistent Student Support e.g. – evidence of policies for transport, welfare, evidence of school/College tutors providing continuity of support for learners • Efficient and effective Sharing of Resources e.g. – sport/science etc. facilities, sharing staff expertise, schools offering sites for adult courses.36 Further education - serving the needs of a better society and strong economy
  40. 40. The Association of Colleges (AoC) exists to represent and promote the interests of Colleges and provide members with professional support services. As such, we aim to be the authoritative voice of Colleges – based on credible analysis, research, advocacy and consultation with Colleges – and the first choice destination for guidance and advice for members. AoC welcomes this opportunity to demonstrate its support of the awards programme through sponsorship of this important award. In these economically challenging times it is essential that Colleges are given the opportunity to showcase ways in which they engage with local, regional and national employers, providing skills and training for their workforce, which will enable both individuals and companies to be well placed to drive the country’s economic recovery.37 Further education - serving the needs of a better society and strong economy
  41. 41. Association of Colleges Award for College Engagement with Employers The Association of Colleges Award for Engaging Employers is open to all Further Education and Sixth Form Colleges in the UK. The Award will recognise exemplary practice in the delivery of provision that is both responsive to the needs of employers and that is making a difference to employers. The Award will be granted to the College best demonstrating impact in meeting employers skills needs. This will have resulted from a clear, long-term vision and partnership with employers, reflected in provision which demonstrates development of a skilled workforce and contribution to economic progress in response to identified skills priorities. Assessors will be looking for evidence of: • A whole College approach to meeting the training and development needs of employers reflected in the College’s three-year development plan and investment in employment related training • Responsiveness to key economic and training priorities identified by Sector Skills Councils or other strategic and systematic analysis of local or regional skills needs • Systematic networking and collaboration with other providers, and business support organisations to provide a comprehensive response to meeting the training needs of employers and learners • A successful record of managers, leaders, teachers, trainers and support staff in delivering sustained levels of employer engagement demonstrated by feedback from employers to improve or change provision and the positive impact of provision on businesses • Well managed investment in training and development of staff, and the provision of up-to-date facilities and equipment to industry standards demonstrated by high success and achievement rates for learners • Development and implementation of flexible teaching, learning and assessment methods that overcome barriers to accessing learning, and respond to the needs of employers and learners38 Further education - serving the needs of a better society and strong economy
  42. 42. Pearson is the world’s leading learning company. In the UK, our brands - including Edexcel and Heinemann – combine 150 years of experience to provide online support for every learner. Edexcel, the UK’s largest awarding body, provides vocational and academic qualifications and assessment for Colleges, schools, training providers and employers. Products such as MyLabs, our bestselling digital homework and assessment programme, are changing the way students learn and teachers teach worldwide. We believe in learning - all kinds of learning for all kinds of people, delivered in a personal style. Every day all over the world our products and services help learning flourish. Because wherever learning flourishes, so do people. Find out what Pearson can do to support you at: www.pearson.com/uk.39 Further education - serving the needs of a better society and strong economy
  43. 43. Pearson Award for Widening Participation to Lifelong Learning The Pearson Award for Widening Participation in Lifelong Learning is open to all Colleges of Further Education and Sixth Form Colleges which have made specific provision to attract adults to return to learning. The award will be given in recognition of effective and imaginative approaches to attract and motivate adult learners (over the age of 19) which results in successful acquisition of skills, knowledge or qualifications. Applications should demonstrate imaginative approaches that are either new initiatives or have built on the best practice from other providers. Of particular interest will be good practice in relation to the impact of Colleges on their local communities. Successful applicants will describe provision that most effectively meets the general AoC Beacon criteria and the criteria below. Assessors will look for evidence that provision: • Actively attracts adults to re-engage in learning in adulthood, particularly where they may not have engaged since leaving full-time education • Best exemplifies proactive work in local communities to enable participation by adults in adult and further education who might not have done so in the past • Works effectively with community partners to support imaginative opportunities for adult learners • Effectively assesses learning needs and provides guidance and support contributing to learner re-engagement and progression • Meets the range of learning and social/personal needs of the learners and uses appropriate learning materials which motivate adult learners • Enables adults to complete programmes of study successfully and to progress to further study or employment40 Further education - serving the needs of a better society and strong economy
  44. 44. Ranked among the top 100 universities in the world1, the University of Southampton has a global reputation for academic excellence. Through our education, research, innovation and enterprise, we unlock creative potential and provide opportunities that transform the lives of our students and benefit our community, society and the economy. The University is a hub of innovation and creativity. Over many years our research has had a wide-ranging impact on society: it has underpinned the technologies that now power the internet, helped develop quieter jet engines, led to novel treatments for asthma and to a deeper understanding of the developmental origins of adult disease. Southampton researchers are exploring our world, from the depths of our oceans to the furthest reaches of our universe; they are discovering ancient civilisations using the latest technologies, bringing medieval music cancer treatments. Our award winning Performance Sports Engineering Lab has been working with UK Sport’s elite athletes for a number of years. In 2012 we’re looking forward to seeing successful outcomes in high speed sports where we’ve been able to assist with our technology and facilities. Our students have access to some of the best research facilities and equipment in the world, from super computers and wind tunnels to major historical archives and a concert hall. Taught and supervised by researchers at the cutting edge of their fields, they learn about world-changing research as it happens. We are even revolutionising the way university education is taught: from September 2012, our undergraduates will be able to personalise their degrees by choosing modules from other disciplines, giving them greater choice and opportunity to prepare them for life-changing careers. We are delighted to sponsor this year’s AoC Beacon Award for Widening Participation. As a university we are committed to attracting the most talented young people from all backgrounds. As well as offering a range of scholarships, we run widening participation programmes such as Access to Southampton (www.southampton. ac.uk/schoolsandcolleges/post16/a2s/index.shtml) to encourage young people from under-represented higher education. In 2010-11 around 84% of our UK undergraduate students joined us from state schools. We are working hard to maintain admission based on talent and potential, and to identify ways in which we offer flexible financial support in 2013 and beyond. Today’s young people are tomorrow’s great thinkers and leaders; by supporting their success we aspire to change the world for the better. 1 We were ranked 75th in the QS World University Rankings 2011-12.41 Further education - serving the needs of a better society and strong economy
  45. 45. The University of Southampton Award for Widening Participation in the 14-19 Age Group The University of Southampton Award for Widening Participation in the 14-19 Age Group is open to all Further Education Colleges, Sixth Form Colleges and Tertiary Colleges that can demonstrate active strategies for widening participation, particularly for young people. The award will be made to the College that can demonstrate, either over a range of courses or for individual courses, strategies to enable young people to successfully participate in education and /or training. Assessors will look for evidence of provision that meets the needs of young people previously disengaged from education or those who may be underachieving. Assessors will also look for evidence that the initiative has produced positive outcomes for learners in terms of achievement and progression. Colleges should provide evidence demonstrating how provision meets the following criteria: • Effective assessment of the learning needs of underachieving young people • Partnership arrangements that support recruitment and the provision of teaching and learning • Curriculum provision that meets the range of learning and social/personal needs of the learners • Effective guidance and support contributing to learner re-engagement and progression • Teaching, training and assessment that support learning, achievement and progression42 Further education - serving the needs of a better society and strong economy
  46. 46. The Department for Education and Skills (DfES) is responsible for the effective deployment of Welsh Government funds for schools, further education, private and voluntary sector training provision, adult community learning and higher education throughout Wales. DfES works with key partners to improve children’s services, education and training provision to secure better outcomes for learners, business, and employers. It helps empower children, young people and adults through education and training to enjoy a better quality of life. The FE sector plays a critically important role by equipping learners with the essential skills needed for work, home and leisure; providing lifelong learning opportunities in a wide range of subjects; allowing flexibility and choice designed to motivate and enthuse young people to reach their goals, balancing learning with real life experiences and breaking down barriers to learning. At 16, a young person who wishes to engage in learning or enter the labour market faces a different set of issues and barriers. The recession has had an adverse affect on opportunities for these young people (16-24 years old) and can often result in cycles of inactivity and the absence of sustained episodes of working. Young people need to be provided with opportunities to gain suitable skills to progress into sustainable employment. There are a significant number of young people in Wales who may become disengaged from learning and who are subsequently at risk of becoming not in education, employment or training - now, or in the future. A key priority for the Welsh Government is to reduce the number of young people who are not engaged in education, training or employment. Educational institutions need systematic arrangements to ensure that they actively seek to engage young people who are currently not engaged in education, employment or training, or are in danger of disengaging from learning. Additionally, they will need to have in place support mechanisms that will work to ensure that those young people currently on programme do not fall out of the educational system, but progress to employment or other learning opportunities, preferably at a higher level.43 Further education - serving the needs of a better society and strong economy
  47. 47. The Welsh Government Award for Engaging Learners who are not in Employment, Education or Training The Welsh Government Award for engaging learners who are not in employment, education or training is open to all further education institutions in Wales. The Award aims to recognise best practice in helping young people engage with learning and remain engaged with the learning process as a first step towards gaining the requisite skills to enter sustained employment, and to achieve to the best of their abilities. Assessors will be looking for evidence of: • Effective measures to identify and engage with young people who are not in education, employment or training, which also ensure that learners choose the appropriate course for their learning/ employment aims • Innovative ways of raising young people’s aspirations and achievements • Comprehensive support meeting individual learner’s needs particularly providing support to young people who may be experiencing significant barriers to successfully completing their programmes or are in danger of disengaging from the learning process • Effective processes to track learners’ progress and evaluate the impact of the on-programme support • Demonstrable success in securing progressions for learners to employment or the next stage of learning, appropriate to their individual development needs44 Further education - serving the needs of a better society and strong economy
  48. 48. AoC Beacon Awards Members of the AoC Beacon Awards Steering Group as at 1 March 2012 Dame Pat Bacon Chair, AoC Beacon Awards Steering Group Lesley Davies Deputy Chief Executive, AoC Louise Duffy Trust and Communications Officer, AoC Charitable Trust Haydn Edwards Colleges Wales Representative Steve Frampton Principal, Portsmouth College – Sixth Form College Representative Liz Green Head of Post-19 Qualifications, OCR Joan Herron Southern Regional College – Northern Ireland Representative Robin Landman Chief Executive, Network for Black Professionals Roger Marriott Chief Assessor, AoC Beacon Awards Karen Murray Head of Framework (Quality Assurance and Intervention), YPLA Michael Osbaldeston Group Marketing, City & Guilds Judith Stradling Deputy Principal, City of Bristol College – GFE Representative Alice Thiagaraj Manager, AoC Charitable Trust45 Further education - serving the needs of a better society and strong economy
  49. 49. Guidance on how to apply for the AoC Beacon Awards Submitting your Application The application should be in two parts: The completed application form, found at the end of this prospectus, is Part 1 of the application. Part 2 is the specification and description of the project which should not include any information to directly identify the College. The completed application form (Part 1) includes the College name and contact details for the project and a statement from the Principal/Chief Executive that the AoC Beacon criteria are met by the project. The College name and contact details should appear only on the application form which will be retained by the Beacon Awards office when the submissions are sent off to the assessors. Once the shortlist has been agreed, the Manager will provide the assessors with the College’s contact details so that they can arrange site visits. The main part (Part 2) of the submission should be no more than 3,000 words and explicitly demonstrate how the project meets the sponsor’s criteria for the award. The submission should include the following: - the project summary - aims/objectives of the project - how the project meets the sponsor’s criteria - project management including its development and QA - outcomes and benefit to learners - how key features of the project have/would benefit other Colleges The section on the outcomes and benefits to learners should include data on enrolments, retention and achievement and learner testimonials/case studies. Many submissions will need to refer to College partnerships with local authorities, schools, employers etc. Where these organisations are not area/region specific you need not anonymise the partner. For example, if you are working in partnership with your local Tescos or have a partnership with a St Michael’s Primary school then you can refer to them by name. If however you have a partnership with, for example, Levenshulme High School or Liverpool Football Club – an organisation which could mean the College is easily identifiable – then you should refer to them as a local secondary school or a local premiership football club. Where you wish to include letters from your partners as part of your evidence from beneficiaries, you are requested to conceal the address on the letterhead if it could identify the College and any direct reference to the College by name within the body of the letter. Please ensure that you remove these from a copy of the letter so that the assessors can still see the original if they request to do so on a site visit. Shortlisted Colleges are eligible to re-apply for the same award. No College which has previously won an AoC Beacon Award will be eligible for consideration a second time for the same award within a period of three years from the previous successful application. The completed application form (Part 1) and FOUR COMPLETE COPIES of Part 2 i.e. the details of the project with suitable supporting evidence, must be submitted. Two of these are sent to the three assessors assigned to the award and the third set is retained by the Awards office. Do not send in original samples of evidence from beneficiaries, students’ coursework, letters of support etc. The AoC Beacon Awards office cannot accept any liability if these items are lost or damaged.46 Further education - serving the needs of a better society and strong economy
  50. 50. Guidance on the presentation of submissions As stated on page 8 of the prospectus, your application for a Beacon Award should not exceed 3,000 words. A word count is requested on the application form. Evidence from beneficiaries and appendicies should be included within the 3,000 word limit. Many Colleges have numerous examples of evidence from beneficiaries, whether these take the form of comments in learner evaluation forms, feedback from partner organisations e.g. employers, schools, local authorities or via solicited and unsolicited letters. Similarly, Colleges are likely to have a wealth of supplementary information contained in various College documents. There are two ways in which Colleges can incorporate the evidence into their submission: 1) To ‘lift’ quotes from the forms, letters etc. and put them in the submission to illustrate points or as part of the ‘Outcomes and Benefits’ section. A footnote can be added to indicate that the original documents can be made available to the assessors, should they wish to see them. 2) To include copies of a sample of feedback forms, letters, documents etc, highlighting which words on the page you are including within the word count and again indicating in a footnote that similar examples can be made available to the assessors, should they wish to see them. Including evidence from beneficiaries is vital to any submission and its omission is one of the main reasons why an application does not make it on to the shortlist. Whatever form it takes, it adds an extra dimension and colour to the submission, helping the assessors see the direct beneficial effect of the College’s work. Applicants are also advised to consider presenting information in table format for example, figures on recruitment, retention, achievement, progression or numbers of partners engaged with etc. This uses a minimal amount in terms of the word count and demonstrates to assessors at a glance how your provision has had an impact over time. Below you will find some further advice on how to apply for the AoC Beacon Awards, based on assessors’ feedback and on some frequently asked questions. Feedback from applications in previous years Each year, the assessors are asked to complete selection analysis forms. These are useful for a number of reasons: it means that the Manager can give individual feedback to all Colleges that applied for the awards, it means that the assessors can identify key trends within each award and it means that the Chief Assessor can have an overview of all of the awards and can ensure that they are each assessed to the same standard. Some of the recurring themes that the feedback forms identify are as follows: Overall strengths of AoC Beacon Award applications • Effective and wide ranging partnership work • College and senior management support for activities and programmes • Good attention to equality and diversity • Determination to improve and widen their current provision • Good use of ICT as a marketing and information tool • Sharing best practice with other providers • Technological solutions enabling and encouraging professional development • Good dissemination through national and regional groups • Use of commercial, real working environments in the College • Regular monitoring to ensure success of the project • Collaboration with schools, sector skills councils, HE and employer organisations47 • Promotion of exemplary teaching and learning
  51. 51. How AoC Beacon Award applications could be improved • More detailed evidence to support statements of why teaching is of high quality • More detail of the promotion of equality and diversity • More evidence from students on their view of the programme • More information on how the use of quality assurance has influenced and improved the project • More information on features which actively promote exemplary teaching and learning • Clearer data to support assertions in the submission • Avoid the excessive use of acronyms • Ensure the inclusion of testimonials from staff and/or students • More information on progression/achievement data for learners Selection analysis forms on all applications dating back to the 2006-2007 Programme are kept at the AoC Beacon Awards office and any College wishing to receive feedback can contact the office to be given it over the telephone. Colleges that have been shortlisted are also invited to contact the Awards office to receive more detailed feedback on their submission and visit. The AoC Beacon Awards Steering Group and its team of assessors are extremely keen to contribute towards the continuing development of all initiatives that are put forward for the awards which is one of the reasons why this feedback is available. Frequently Asked Questions Q: Our course is 12 weeks long and therefore does not run for an academic year. Are we still eligible to apply? A: Providing the course itself has been running since September 2010 (for example), it doesn’t matter if several cohorts of students have undertaken the course since that time and the time you apply. What is important is for you to be able to demonstrate that monitoring the course over time has resulted in improvements. Q: Our word count is 3,120. Can we still submit our application? A: The assessors are not going to be too concerned if you are slightly over the word count; however they are asked to take into account all of the criteria when drawing up a shortlist so if there are two submissions of seemingly equal merit and one is within the word limit and the other is over, then they will select the one that is within the word limit to be shortlisted. Q: Our Principal will be away when the application form needs to be signed. Will our submission still be accepted? A: It is important that the form is signed by a member of the SMT, preferably the Principal. Your application will be accepted if it is signed by another senior member of the SMT and submitted with a covering letter stating that the Principal is aware and supportive of the application.48 Further education - serving the needs of a better society and strong economy
  52. 52. Your Application Form49 Further education - serving the needs of a better society and strong economy
  53. 53. Please complete in block capitals _________/__________/_______ (for office use) Beacon Award Application Form You are advised to read page 8 of the prospectus before completing this form Name of College Title of Award Source of funding for this initiative (e.g. EFA, Skills Funding Agency, BIS, DfE, ESF, LEA etc.) Department/Unit/Team etc Title of Initiative Please name the programme area/course to which this initiative relates Give a brief description of the initiative’s main aims and objectives How would you classify the initiative? e.g. induction scheme, new course or module etc. Applicant’s Name Title Address Postcode Email Tel In what capacity have you been involved in the initiative? College switchboard number: Name of person the assessors can contact over the summer to arrange a visit: Name: Tel Name of Beacon Awards Liaison Officer (where this differs from the Applicant) Title Tel Continued on the next page
  54. 54. Please check that your initiative fulfils the following criteria (please tick):• It meets the specific requirements set out by the sponsors of the particular Award for which you are applying (see relevant page in the Awards section of the Prospectus)• It is subject to evaluation/quality assurance which influences the continuing development of the initiative• It has regard to ensuring that equality and diversity are accounted for in all aspects of the programme’s delivery• It has been running for at least one academic session by 31 July 2012• It has features which actively promote exemplary teaching and learning• It benefits one or more groups of students or trainees who have been identified and described in the application• It has wider relevance and applicability which would make it of value to other Colleges as an example of good practice and innovation• It is supported by written evidence from beneficiaries who may be students, trainees, employers or, in some cases, parentsAssessors will take into account ALL of the Awards’ criteria when evaluating the applicationsI accept the conditions set out in the 2012/2013 Prospectus. I have read page 8 of the Prospectus and confirmthis application is not more than 3,000 words and includes details of:• Project summary• Aims and Objectives• How the project meets the sponsor’s criteria• Project Management including its development and QA• Outcomes and benefits to learners (inc data on retention and achievement)• How key features of the project have/would benefit other CollegesAll four copies of the submission must be anonymous and anything that could identify your College must beremoved. The submissions will be checked before sending on to the assessors and may be returned to you ifreference to the College is found.Word count: _________________Signed by the Applicant _______________________________ Date ___________________Name of Principal/Chief Executive ______________________________________________Signature of Principal/Chief Executive ____________________ Date ___________________Please attach FOUR copies of your supporting statement of no more than 3,000 words and onecopy of this application form by 4 July 2012 to the following address:(Faxes will not be accepted) Alice Thiagaraj AoC Beacon Awards Manager AoC Charitable Trust 2-5 Stedham Place London WC1A 1HU

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