The document provides information about the 2009-2010 Beacon Awards program run by the Association of Colleges (AoC). It outlines the various award categories and their sponsors. Colleges can apply for awards that recognize exemplary initiatives in areas like partnerships, teaching, learning resources, and support for underrepresented groups. To apply, colleges must submit a statement demonstrating how their initiative meets criteria such as benefiting students, evaluation, dissemination of results, and alignment with award objectives. Successful applications will be selected through a three-stage assessment process before winners are announced in November 2009.

1. Beacon Awards
Prospectus 2009 - 2010

2. The AoC Beacon Awards 2009-2010 Sponsors
The Make Your Mark
The AQA Award for The Edge Award for Award for
College/School
Practical Teaching and Enterprise
Partnerships The Churches' Award for
Practical Learning
Sustainable College
Partnerships that
Recognise Diversity and
Develop People and
Communities The FENC Award for the
Creative Production,
The Association of Adaptation and Delivery
Colleges Award for of Learning Resources The Mercers' Company
Widening Participation Award for Science or
Mathematics
Benefit Solutions
The City & Guilds Award The Jardine Lloyd
for Staff Development in Thompson Benefit
Further Education Solutions Award for
Health and Community
The Becta Award for The Network for Black
Care
Excellence in the Use of Professionals Award for
Technology Promoting Race Equality
The Department for
Children, Schools and The Learning and Skills
Families Award for Council Award for 14-19
Successful Delivery of Collaboration
The British Council Level 3 Qualifications The OCR Award for
Award for International
Functional Skills
Student Support
The Learning and Skills
Council Award for
College Engagement with
Employers
The CLA Award for
Promoting the Value of
The RNIB and Mencap
Copyright
The Learning and Skills Award for Students with
The DCSF, DIUS and LSC
Council Award for Learning Difficulties
Award for Smarter
Equality and and/or Disabilities
Procurement
Diversity
The CoLRiC Award for
the Effective Integration LSIS Award for The Welsh Assembly
of Libraries/Learning Leadership of Innovation Government Award for
Resources Centres in The Edexcel Award for in Curriculum College Engagement with
Curriculum Delivery Lifelong Learning Development Employers

3. A Message from the
Minister for Further Education
Print and Design Services
The Government’s very glad to give its continuing support to the AoC
Crossgate has been Beacon Awards which are now in their sixteenth year. These awards are
providing quality design unique because they bring out the strengths and wide-ranging talents of the
and print services for College sector.
30 years. In difficult times like these, when we face difficult challenges, Colleges are a
vital source of support for people and their local communities. Not only do
We are also proud to have been Colleges give people the training they need for their future, but they are also
associated with the Beacon
a place for people who may have lost their jobs to keep connected and avoid
Awards since they were
being isolated.
launched by the AoC in 1994 as
a producer and sponsor. Last year’s “Celebrating Colleges” report made clear just how innovate and
excellent UK Colleges are. Over the past decade, Colleges have proved
We provide our services to a themselves to be highly adaptable to social, political and economic
wide range of clients in both circumstances whilst always making sure they give their local communities
the public and private sectors
the support that they need.
including a number of Schools
and Colleges. That is why it’s so important for Colleges to get involved with the AoC
Beacon Awards. We need to be aware of the fantastic work going on in our
Our range of services include Colleges throughout the country and to be reminded of how Colleges can be
the design and production of: the life-blood of their communities.
• Brochures Thank you to all the sponsors of the AoC Beacon Awards for their continuing
• Mailers support of these important awards and to the AoC for ensuring that the
• Exhibition Display awards keep to the highest standards, so winning Colleges know they have
• Posters received the greatest possible accolade.
• Folders
• Prospectuses
• Stationery
For more information on our
services call Alan Knight
on 020 8539 5304
alan.knight@crossgatepress.co.uk
www.crossgatepress.co.uk
Siôn Simon MP
Minister for Further Education
1979 - 2009
Celebrating 30 Years in Print
further education - serving the needs of a better society and strong economy
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4. The following bodies have given invaluable The AoC Beacon Awards Programme
support for the Programme for 2009-2010
which is greatly appreciated:
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.
.
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 are
available on the AoC web site approximately a year after their announcement.
Administered by the Association of Colleges
The AoC Beacon Awards Steering Group
The AoC Beacon Awards were set up by The Partnership Trust in 1994. The AoC Beacon Awards Programme is operated through the AoC Charitable
Trust which is a Registered Charity in England, Wales and Scotland, and is
Since August 1996 they have been administered by the Association of administered by the Association of Colleges (AoC). The AoC Beacon Awards
Colleges. 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
The AoC Beacon Awards are run through the AoC Charitable Trust which is a representatives from colleges, funding bodies and sponsoring organisations
Registered Charity in England and Wales (charity number 1040631) and in (Steering Group members as of 1 April 2009 appear on the back page). The
Scotland (charity number SC039064). Steering Group makes all final decisions about Award winners in the light of
recommendations from the team of Assessors and the Lead Assessor.
Authored by Alice Thiagaraj
Authorised by Dame Patricia Morgan-Webb
further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy
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5. The 2009-2010 AoC Beacon Awards The Awards
The AoC Beacon Awards recognise and commend exemplary initiatives
(which can be programmes, courses, projects or other forms of teaching, SPONSOR FOCUS OF AWARD GEOGRAPHICAL FOCUS
learning, advice, guidance or support).
AQA College/School Partnerships UK
Association of Widening Participation UK
• New projects or initiatives which have not completed a full cycle of Colleges
implementation so that evidence of outcomes is unavailable will not
Becta Excellence in the Use of Technology UK
be eligible for consideration.
British Council International Student Support UK
CLA Promoting the Value of Copyright UK
• Awards take the form of monetary grants of, on average, £5,000 which CoLRiC Effective Integration of Libraries/LRC UK
will be awarded on the clear understanding that the total monies will in Curriculum Delivery
be set against expenditures incurred taking forward the development
Christian Churches Partnerships that Recognise Diversity and Develop UK
of each winning initiative.
People and Communities
• Colleges are defined as institutions which were incorporated under the
Further and Higher Education Act 1992 (the Act). City & Guilds Staff Development in Further Education UK
• Awards are designed at the discretion of the sponsors as UK Awards or DCSF Successful Delivery of Level 3 Qualifications England
as Awards for colleges in England, Northern Ireland, Scotland or DCSF, DIUS and LSC Smarter Procurement England
Wales. Edexcel Lifelong Learning UK
• It is a condition of entry that each college gaining an Award undertakes Edge Practical Teaching and Practical Learning UK
to inform its community about its achievement and about the support
and interest provided by the sponsor. It should also undertake to FENC Creative Production, Adaptation and Delivery UK
inform the sponsor of how the Award money was used. of Learning Resources
• It is expected that within approximately three months of the Jardine Lloyd Health and Community Care UK
announcement of the Award, the winning college will organise a Local Thompson Benefit
Presentation Ceremony in consultation with the sponsor to allow for Solutions
maximum media coverage. The AoC Beacon Awards office should be
advised of the arrangements. LSC 14-19 Collaboration England
• Award winning colleges are permitted to use the AoC Beacon Awards LSC College Engagement with Employers England
logo with the year of the programme beneath it on college headed LSC Equality and Diversity England
paper, promotional material etc. LSIS Leadership of Innovation in Curriculum England
• Letters of commendation will be sent to shortlisted colleges on the Development
recommendation of the AoC Beacon Award Assessors and the Steering Make Your Mark Enterprise UK
Group. Highly Commended colleges are entitled to use the AoC
Beacon Awards logo with ‘Highly Commended (year)’ beneath it. The Mercers Science and Mathematics UK
logo is available from the AoC Beacon Awards office. Highly Network for Black Promoting Race Equality UK
Commended colleges will also be sent certificates testifying to their
Professionals
achievements.
OCR Functional Skills UK
• A summary list of Awards, their sponsors and the geographical focus
of each appears opposite. RNIB and Mencap Students with Learning Difficulties and/or UK
Disabilities
Welsh Assembly College Engagement with Employers Wales
Government
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6. The AoC Beacon Awards AoC Beacon Awards Assessment
2009-2010 Calendar
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.
The process has three stages – shortlisting, visiting and final decisions
2009
STAGE 1 Assessment leading to shortlisting will have regard to the
general requirements detailed on page 8 of this prospectus together
April AoC Beacon Awards 2009-2010 with the stipulations governing the specification of each Award. The
outcomes of this stage are lists of applicants who best match these
Prospectus distributed to colleges
criteria. These lists are verified by a Steering Group representative.
22 July Closing date for receipt of AoC Beacon STAGE 2 Assessment by visiting involves matching the ‘evidence on
Award applications the ground’ at the shortlisted colleges with their applications. In
particular, the assessors will be interested in outcomes, methods of
August – September First stage of assessment (shortlisting)
evaluation, quality assurance, the future development of the initiative
September – October Second stage of assessment (site visits) and possible dissemination. The assessors would expect to have
discussions with staff, students and other relevant parties in the course
October Third stage of assessment and final of the site visit. Assessors, prior to a visit, may contact the college to
selection by AoC Beacon Awards request additional information. The outcomes of this stage are the
Steering Group judgements and recommendations for Awards.
17-19 November 2009-2010 AoC Beacon Award Winners
announced at the AoC Annual Sponsors may, with the agreement of the AoC Beacon Awards Manager, undertake
Conference Stages 1 and 2 of the assessment process in respect of their own Award(s), in
conjunction with an AoC Beacon Award Assessor.
2010
STAGE 3 The Lead Assessor will present the Assessors’ reports and
January – April Local presentation ceremonies recommendations to the AoC Beacon Awards Steering Group which
10 February AoC Beacon Awards National will select the Award winners and those colleges to be Highly
Commended.
Presentation Ceremony
November Project Profiles of winning
All AoC Beacon Awards are awarded or withheld at the sole and absolute discretion
colleges issued
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.
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7. How to Apply for AoC Beacon Awards The Awards
General AoC Beacon Award Criteria • Monitoring Procedures – demonstrate how Curriculum Focused Awards Page No.
Your application may be for a programme, course, or quality assurance was used to improve the
initiative. DCSF Award for the Successful Delivery of Level 3 Qualifications 26-27
project or for some other aspect of your college
provision – teaching, learning, guidance or support. To Jardine Lloyd Thompson Benefit Solutions Award for Health and
be eligible, your initiative should show evidence of • Outcomes and Benefits – show how the Community Care 36-37
imaginative yet sustainable teaching and learning initiative has benefited the students/trainees Mercers’ Company Award for Science or Mathematics 48-49
practice or other relevant provision. It must also fulfil and others involved with the project – this
should be supported by written evidence OCR Award for Functional Skills 52-53
the following criteria:
from beneficiaries who may be students,
trainees, employers or, in some cases, parents.
• It must meet the specific requirements set out by IT Awards and Awards where college
the sponsors of the particular Award for which
you are applying (see relevant page in the • Dissemination and the Future – indicate provision enhances learning
Awards section of the Prospectus) how the initiative could be of benefit to other Becta Award for Excellence in the Use of Technology 14-15
colleges and how you perceive it developing
• It must be subject to evaluation/quality in the future. CLA Award for Promoting the Value of Copyright 18-19
assurance to influence the continuing CoLRiC Award for the Effective Integration of
development of the initiative The statement needs to be accompanied by a completed Libraries/Learning Resources Centres in Curriculum Delivery 20-21
application form (see back of this Prospectus) and must
• It must have regard to ensuring that equality and DCSF, DIUS and LSC Award for Smarter Procurement 28-29
be signed by the Principal/Chief Executive.
diversity are accounted for in all aspects of the Edge Award for Practical Teaching and Practical Learning 32-33
programme’s delivery.
No initiative which has previously won a Beacon Award FENC Award for the Creative Production, Adaptation and
• It must have been running for at least one will be eligible for consideration for the same Award a Delivery of Learning Resources 34-35
academic session by 31 July 2009 second time.
Make Your Mark Award for Enterprise 46-47
• It must have features which actively promote A college may apply for as many Awards as it wishes.
exemplary teaching and learning However, it may submit only one application per
• It must be of benefit to one or more groups of Award. Awards focused around inclusivity and reaching
students or trainees who will be identified and
described in the application A college which has a project which fits into two or out to communities and beyond
more categories may submit that project for only one Association of Colleges Award for Widening Participation 12-13
• It must have wider relevance and applicability Award.
making it of value to other colleges as an British Council Award for International Student Support 16-17
example of good practice or innovation. All applications will be treated as strictly confidential to Churches’ Award for Sustainable College Partnerships that Recognise
the Steering Group, Assessors and Beacon Awards Diversity and Develop People and Communities 22-23
Manager. Material from any application will only be Edexcel Award for Lifelong Learning 30-31
How to Structure your Application made public with the express approval of the college
Your application should address all of the above criteria LSC Award for Equality and Diversity 42-43
concerned.
and should be made in a statement of no more than Network for Black Professionals Award for Promoting Race Equality 50-51
3,000 words. The statement should be made by a senior Each application will be sent an acknowledgement RNIB and Mencap Award for Students with Learning Difficulties
member of staff who has had close contact with the addressed to the Principal/Chief Executive. Your and/or Disabilities 54-55
initiative. Written evidence from beneficiaries should be college will be subsequently contacted only if the project
included in the word limit. You may make reference to is shortlisted.
other materials (i.e. multimedia material, college Leadership and staff development Awards
documents etc.) which the assessors can request, should You are asked to submit THREE copies of your complete City & Guilds Award for Staff Development in Further Education 24-25
they wish to do so. application AND statement (including supporting evidence) LSIS Award for Leadership of Innovation in Curriculum Development 44-45
Your submissions should be structured, as far as by Wednesday 22 July 2009 to:
possible, under the following headings: ALICE THIAGARAJ
• The Project: Planning and Purpose – include AoC BEACON AWARDS MANAGER Partnership Awards
AoC CHARITABLE TRUST
a description of the initiative and how it was AQA Award for College/School Partnerships 10-11
2-5 STEDHAM PLACE
set up or developed. Also include a clear LSC Award for 14-19 Collaboration 38-39
LONDON WC1A 1HU
description of target group, including
numbers. All enquiries about making an application should be LSC Award for College Engagement with Employers 40-41
• Aims and Objectives – outline how aims and addressed to the Beacon Awards office at the above address Welsh Assembly Government Award for College
objectives were established and how the and NOT to Sponsors or Assessors. Engagement with Employers 56-57
initiative evolved to meet them.
further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy
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8. The AQA Award
for College/School Partnerships
The Assessment and Qualifications Alliance (AQA) is the largest of the three The AQA Award for College/School Partnerships is open to all further
English awarding bodies offering a range of qualifications and services education, sixth form and tertiary colleges in the United Kingdom who have
including GCSE, GCE, the Diploma, AQA Bacc and Extended Project established successful and sustainable partnerships with schools.
Qualification, from its offices in Guildford, Manchester and Harrogate.
The Assessors will be seeking evidence of at least three of the following:
Each year AQA administers a range of examinations for over 1.75 million
candidates in a wide range of centres across the country, for which • Complementary Curriculum Delivery e.g. – colleges and schools
approximately 25,000 examiners and moderators are responsible for setting
sharing planning and delivery of post-14 provision
and marking. AQA is playing a leading role in the modernisation of the
examinations system: it set the first ever on-screen GCSE and is committed to • Curriculum Continuity and Transition e.g. – evidence of colleges
the continued use of electronic marking. working with schools to give summer/taster courses pre-induction,
evidence of colleges and schools bringing staff together to discuss
As an organisation, AQA’s purpose is to provide high quality public continuity of support, evidence of learning partnerships
examinations, tests and related services in the UK and overseas. It aims to
deliver a coherent portfolio of qualifications and supporting services which • Information/Marketing and Promotion e.g. – shared arrangements for
represent rigorous, consistent education standards and to provide dissemination of information e.g. – career fairs for all providers in an
opportunities for students to engage in a lifelong learning process. area, joint meetings for parents and learners
• Student Support e.g. – evidence of policies for transport or financial
assistance, evidence of school/college tutors providing continual
support for learners
• Sharing Facilities e.g. – sport/science etc. facilities, sharing staff
expertise, schools offering sites for adult courses.
The assessors will be particularly interested to see evidence of high
performing colleges partnering with lesser performing schools to share best
practice and raise standards.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
10 11

9. The Association of Colleges Award
for Widening Participation
As the representative body for colleges, established in 1996 by the colleges The AoC Award for Widening Participation is open to faculties in further
themselves to provide a voice for further education at national and regional education colleges, sixth form colleges and tertiary colleges which can
levels, AoC’s role is to provide leadership within the new culture of lifelong demonstrate active strategies for Widening Participation either over a range
learning. The AoC welcomes this opportunity to demonstrate its support of of courses or for individual courses.
the Awards Programme through sponsoring this important Award. It is
imperative to recognise the exemplary work colleges are doing in promoting The Award will be given to the college which can demonstrate it is providing
social inclusion and this award helps highlight how colleges are making a teaching and learning opportunities for any learners who have not presently
difference to their local communities. fulfilled their potential, or who may be underachieving or who had not yet
accessed education.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
12 13

10. The Becta Award
for Excellence in the Use of Technology
Becta is the government agency leading the national drive to ensure the The Becta Award for Excellence in the Use of Technology is open to all further
effective and innovative use of technology throughout learning. It is our education, sixth form and tertiary colleges in the United Kingdom.
ambition to utilise the benefits of technology to create a more exciting, Assessors will be looking for full evidence (including statistical information)
rewarding and successful experience for learners of all ages and abilities, in relation to the following criteria:
enabling them to achieve their potential.
Through strategic partnerships with key national organisations, we work to • Demonstrate and identify key issues and areas of activity where
provide the support and understanding required by the Further Education technology has brought clear transferable benefits to an FE and Skills
and Skills sector for the full benefits of harnessing technology to be realised. sector organisation and its provision.
Our research and partnerships throughout the sector demonstrate proven • Clearly demonstrate the successful application of technology to
benefits of technology for education. These include personalising individual organisational business processes.
learner experience, enabling flexible learning, improving organisational • Demonstrate with full appropriate evidence that the practice is having
efficiency, and supporting and enhancing management processes. The measurable impact, qualitative and/or quantitative, and identify the
benefits of using technology are shared throughout the sector, positively benefits to learners which result from this activity.
impacting on learners, staff and employers.
• Identify how the investment in technology has contributed to
Recognising and celebrating excellence in the use of technology is essential to transformation.
support improvement throughout the whole sector. This award and others
that we support and lead, including our own Next Generation Learning • Identify to what extent the return on investment relates to the
awards for FE and Skills, helps to share and communicate the benefits of organisation’s improvement and progress towards e-maturity **
excellence in the use of technology throughout the whole sector. We • Show clear evidence of the impact of the changes in practice which
encourage all of our award winners to disseminate their examples of effective have resulted, and the development cycle and approaches required to
practice to benefit others understanding of the impact of technology. achieve the desired outcomes.
• Demonstrate examples of organisational practices, including how
technology has facilitated and supported the development and
management of the core business, the leadership and management of
the organisation, staff development, and/or produced efficiencies.
• Demonstrate a strong strategic approach and senior leadership
involvement in the delivery of all
• Demonstrate that the use of technology is fully embedded across the
whole institution
** Becta defines e-maturity as ‘the capacity of a learning provider to make strategic
and effective use of technology to improve educational outcomes.’
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
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11. The British Council Award
for International Student Support
Purpose The British Council Award for International Student Support is open to all
The British Council builds engagement and trust for the UK through the colleges in the further education sector in the United Kingdom.
exchange of knowledge and ideas between people worldwide.
The Award recognises best practice in supporting international students from
They work in three main programme areas: recruitment through to completion of qualifications. It will be granted to the
college which has developed and maintained consistent and caring
Inter-cultural dialogue procedures in the support of international students studying in the UK.
Their aim here is to:
Assessors will seek to identify:
• Strengthen understanding and levels of trust between people in the UK
• academic support, including English, study skills and tutoring
and other societies
• accommodation support with reference to safety and security
• Strengthen the consensus for rejecting extremism in all its forms
• faith support systems, given that international students can come from
• Increase the ability of individuals and organisations to contribute to
a wide variety of faith backgrounds
positive social change and the strengthening of civil society
• responsible marketing practices in the recruitment of international
• Increase the use of English as a tool for international communication
students
and inter-cultural understanding
UK creative and knowledge economy • comprehensive, accurate and clear information covering courses and
qualification requirements, tuition fees and payment details
Their aim here is to:
• Increase the value to the UK of its share of the market for international • clear and consistent application and admissions procedures
education • student welfare support including pre-departure information,
• Enhance the UK’s reputation as a source of expertise and a partner for orientation programmes, counselling and careers guidance
skills development, including in the teaching and learning of English • open and accessible procedures for handling complaints on academic
• Strengthen the international profile and engagement of the UK’s and non-academic matters
creative sector • exemplary approaches in, for example, integrating international and
• Increase the UK’s contribution to international co-operation in research home students, fostering employability skills and welcome events.
and innovation
• Ensure that every teacher and learner of English worldwide has access
to quality language services from the UK
Climate change
Their aim here is to:
• Increase understanding of the case for tackling climate change
• Increase support for the achievement and implementation of
international agreements that address the threats of climate change
• Strengthen relationships and networks which lead to action on climate
change mitigation and adaptation
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
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12. The CLA Award
for Promoting the Value of Copyright
The CLA Award is open to all further education, sixth form and tertiary
colleges in the United Kingdom and rewards initiatives that promote the
value of copyright to students and/or staff.
The CLA Award recognises courses or projects that increase understanding of
copyright and its role in protecting and encouraging creativity.
Submissions for the award may be based around courses, projects or
management practices that include education about copyright and
incorporate a practical consideration of intellectual property issues.
Protecting creativity
Curriculum areas featuring literature, creative writing, visual arts or
• The Copyright Licensing Agency Ltd. (CLA) is owned by authors and publishing are particularly favoured, although other fields - such as music,
publishers and issues licences permitting the copying and re-use of drama or even business management – will also be considered.
extracts from books, magazines and journals on their behalf.
Assessors will be looking for evidence that colleges demonstrate one or more
• Our licences provide peace of mind by allowing easy, legal access to of the following criteria:
copyright publications for information, teaching and training purposes
without them having to seek permission from individual copyright
owners each time. • Creative courses are offered that include teaching on copyright.
• CLA works closely with the Association of Colleges (AoC) and the • Projects are developed in which consideration of copyright plays a
Association of Scotland’s Colleges (ASC) in ensuring that the licences significant role.
offered provide the best solutions for both the colleges and the rights • Policies or guidelines are promoted that encourage responsible use of
holders CLA represents. copyright materials.
• Creativity and the expression of ideas depend upon the protection Examples of winning submissions might be:
provided by copyright law. Awareness and understanding of
• A writing course for students that includes a module on protecting and
copyright can directly benefit students while protecting and sustaining
managing their work showing how copyright can benefit them.
the creative industries in the UK.
• A college that publishes and promotes policies on managing their and
• Your own college may well be developing future authors, artists or
other people’s intellectual property.
publishers whose livelihoods may depend on organisations such as
CLA. Entering a submission for the award demonstrates support for • A student and/or teacher project that requires and demonstrates some
creators, brings recognition to your college and helps to strengthen the practical consideration of copyright issues, such as publishing a college
creative industries in the UK. magazine.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
18 19

13. The CoLRiC Award
for the Effective Integration of Libraries/Learning
Resources Centres in Curriculum Delivery
The Council for Learning Resources in Colleges (CoLRiC) was founded in This award is to promote and encourage good practice and high standards in
1993 as an independent organisation dedicated to enhancing and maintaining libraries/learning resources centres (LLRC) in colleges, and to enhance their
the quality of learning resources service in further education colleges potential as areas that contribute to the delivery of the college’s curriculum.
throughout the United Kingdom and Ireland. It now has a membership of It is open to all further education colleges in the United Kingdom.
over 250 colleges.
The assessors will be looking at:
CoLRiC stimulates the enhancement of quality in college learning resources
services in a number of ways, including providing and publishing national
• The liaison, involvement and consultation between the staff of the
standards and criteria for service provision, a peer accreditation scheme,
publishing ‘Working Papers’ and guidelines for inspections and initiating LLRC and the academic and managerial staff of the college
research into areas related to the aims of CoLRiC. • The participation of the LLRC in the college’s information and
curriculum delivery strategies
CoLRiC also raises awareness and understanding of the learning resources
service’s role by contacting college senior managers and governing bodies, • The integration of the students, including flexible and distance
making strong representation to organisations that are important to the future learning students, in curriculum delivery through the LLRC
of college learning resources services, organising conferences, and being • The use of information and learning technologies (ILT) and information
active members of other organisations. and communication technologies (ICT) through the LLRC.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
20 21

14. The Churches’ Award
for Sustainable College Partnerships that recognise
diversity and develop people and communities
The Award is open to all colleges in the United Kingdom.
The churches, in partnership with Fbfe (National Council of Faiths and Beliefs It seeks to affirm colleges and their chaplaincies/faith teams in the work they
in FE, formerly NEAFE), are very pleased to sponsor a Beacon Award as part do to develop the communities they serve and the learners within them, in
of our continuing support of further education colleges, and of our advocacy partnership with the faith groups and voluntary / community organisations
of the work of FE within the churches and faith communities. which support them. The Award will be given to the college that has most
effectively developed a sustainable partnership with local communities /
Seeking to ensure that all fulfil their potential through education, the
faith groups which supports the development of the whole person among
churches have a long history of commitment to lifelong learning, education
and training through chaplaincies and local partnerships. We work for learners and communities. This will be broadly interpreted, recognising the
community development in both informal and formal settings, and for justice diversity of localities, colleges and the rich variety of opportunities to
and hope for people at the margins of society. This Award confirms the promote spiritual development and social cohesion in college and
churches’ vision, shared with colleges, of an inclusive learning society. community.
We believe that further education is concerned both with skills for Assessors will be looking for evidence of:
employability, and with development of the whole person - spirit, mind and
body - and therefore we promote the place of shared human values, and of
spiritual and moral development in FE. We encourage innovative curriculum Imaginative and sensitive use of college resources to meet spiritual and
approaches which help students develop a sense of meaning and purpose in community needs and promote mutual understanding through
life. partnership with diverse communities with a focus on one or more
of the following:
In partnership with all faith communities we work to promote mutual
understanding between diverse communities and to foster greater awareness • Employability and vocational skills provision which builds spiritual
in colleges of different faiths and cultures. We currently support chaplaincies and moral development across the curriculum and/or in a particular
in over 270 colleges, many of them multi-faith teams offering students and programme;
staff pastoral and curriculum support, and opportunities for service in the
local community. • In-college provision for students’ spiritual needs through multi-faith
chaplaincy/ student support links with local faith communities;
For further information about the For further information about fbfe, please
churches’ involvement in FE, contact: • Collaborative work that builds links with faith groups and
please contact: voluntary/ community organisations to promote access,
Ann Limb, Harjinder Singh
achievement and the growth of the whole person for NEET
John Breadon (Co chairs, fbfe)
students and disadvantaged groups;
Churches’ National Adviser in Further
Email: info@neafe.org
Education
Email: john.breadon@c-of-e.org.uk c/o Education Division
Education Division Church House
Church House Great Smith Street
Great Smith Street London SW1P 3AZ
London SW1P 3AZ
Tel: 020 7898 1529
Tel: 020 7898 1517
Fax: 020 7898 1520
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15. The City & Guilds Award
for Staff Development in Further Education
City & Guilds is the UK’s leading provider of vocational qualifications, The City & Guilds Award for Staff Development encourages applications
supporting learning for work, life and leisure, and the opportunity for from all colleges of further education who believe they can meet the criteria.
individuals, businesses and communities to prosper.
The award aims to recognise contributions from across the whole range of
The City & Guilds Group comprises City & Guilds, the Institute of staff working in further education. The assessors will be looking to reward
Leadership & Management (ILM), the land-based awarding body City & innovative best practice that delivers identifiable results and benefits. In
Guilds NPTC and the City & Guilds Hospitality Awarding Body (HAB). The particular they will be looking for evidence of the following:
Group offers a wide range of qualifications across all sectors – from
administration to engineering and from health, care and community justice to
• Effective ways for encouraging and motivating staff
security. Awards are available for all levels of skill and knowledge from entry
level to the highest levels of professional expertise. • Schemes that allow and encourage personal and professional
development
We’re always aiming to improve learning support and the delivery of
• Effective and imaginative work to support staff development
qualifications and assessment. We provide effective, reliable and secure online
testing through our global online assessment (GOLA) system. We have also • Schemes that can demonstrate positive outcomes for teachers, other
developed a learning portal called City & Guilds SmartScreen staff and learners
(www.smartscreen.co.uk) which provides general 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.
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24 25

16. Department for Children, Schools and
Families Award
for Successful Delivery of Level 3 Qualifications
More young people than ever before are achieving level 3 qualifications. The The Department for Children Schools and Families is sponsoring an Award
latest data shows that 48% of young people aged 19 were qualified to Level 3 for successful delivery of level 3 qualifications by a further education or sixth
in 2007 compared with 46.6% in 2006. These figures are testament to the hard form college in England. The Award will be given to a college which best
work of young people and those who work with them in schools, colleges demonstrates exemplary performance in enabling young people to achieve
and work based learning providers. But we need to do more. In a changing qualifications at level 3.
world economy it is ever more important to equip young people with higher
Assessors for the Award will be looking for evidence of:
level skills so that they can succeed in a competitive jobs market and pursue
productive careers. Increasing the numbers of young people who achieve
• Outstanding levels of achievement of level 3 qualifications by young
Level 3, particularly for those from lower socio-economic backgrounds, has
people aged 16 to 19;
the potential to break the cycle of disadvantage, opening up opportunities in
highly skilled employment or entry into higher education. • Innovative approaches to teaching and learning which are leading to
this success;
• High quality support and guidance for young people which helps
The Department for Children, Schools and Families has set challenging
them stay motivated to learn and achieve.
targets to raise attainment at level 3: by 2010/11 we want 54% of young
people to be achieving level 3 qualifications by the age of 19, and our The assessors will also be interested to see evidence of:
Children’s Plan sets the goal that by 2020 at least 70% of young people should • Narrowing the achievement gap between young people from different
achieve level 3 qualifications. To get there we will need schools and colleges socio-economic groups;
to provide inspiring, motivating learning options which keep young people
engaged and on the path to success. This Award will be given to a college • Support for vulnerable young people and those from minority groups,
which leads the way in delivering high quality teaching at level 3 which which helps them to achieve qualifications; and
results in high rates of success for young people. • Collaborative working with a wide range of partners to support
progression into and out of Level 3 provision.
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26 27

17. The DCSF, DIUS and LSC Award
for Smarter Procurement
Making money go further for the benefit of learners
The Department for Children, Schools and Families (DCSF) and the This award is open to all further education colleges in England.
Department for Innovation Universities and Skills (DIUS), in conjunction
The Award seeks to identify and recognise imaginative and innovative ways
with the Learning and Skills Council (LSC), are working to ensure colleges
in which colleges have managed their procurement activity and/or taken
across England get the most from their budgets. By helping colleges adopt an
advantage of procurement opportunities to make sustainable savings that
innovative and pro-active approach to procurement the team is maximising
have been re-invested in supporting learners.
the resources available to frontline staff and students. The Departments’ and
LSC’s work with English colleges ensured that the FE sector saved £72million Entries are welcome from whole organisations, any specific area of the
between 1 April 2007 and 31 March 2008; enough to fund 2,000 college organisation, and any area of the Learning and Skills sector provision.
lecturers. The assessors will be looking for evidence of sustainable collaborative
Whether it is by collaborating with other colleges, joining purchasing partnerships between the college and other organisations, whether they are
consortia or improving their management of procurement, colleges can save with other colleges, employers, schools or LEAs. Applications from consortia
hundreds of thousands of pounds by actively managing their procurement groups of colleges would be welcomed.
activities. All of the money that is saved stays within the college to be Colleges should demonstrate how the savings made as a result of sound
reinvested into services and facilities that benefit both the staff and students. procurement policies and practices have directly benefited learners. The
Since the scheme launched in 2005 many colleges have achieved considerable savings made can be on any scale; the assessors will be looking for how the
savings by making small changes to their purchasing methods. college has maximised the opportunities presented to it and its partners for
In addition to the financial benefits offered by procuring correctly there is the the ultimate benefit of its staff and students.
risk of legal penalties should procurement rules and regulations not be
complied with. In 2006 new EU rules were brought in governing how public
sector money should be spent, and these have already resulted in
organisations across the public sector being taken to court by suppliers.
The Departments and the LSC team have been working with colleges for over
three years now, and have provided access to NVQ training, spend analysis,
an online repository of tools, templates, guidance and other support, as well
as running 22 regionally based network meetings to discuss procurement
matters.
Over 220 colleges are actively engaged with the programme of support, and
the Departments and the LSC are delighted to sponsor this AoC Beacon
Award.
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28 29

18. The Edexcel Award
for Lifelong Learning
Edexcel provides qualifications to schools, colleges and employers and The Edexcel Award for Lifelong Learning is open to all colleges of Further
processes over 8.5m examination entries each year. An innovative leader in Education and Sixth Form Colleges which have made specific provision to
educational services, Edexcel provides a wide range of academic and attract adults to continue their education. The Award will be given in
vocational qualifications including GCE, GCSE, BTEC, NVQs, Technical recognition of effective and imaginative approaches to motivate adult
Certificates and Key Skills/Functional Skills; and provides qualifications to learners which can show that it is either a new initiative or concept or has built
learners from Entry to HE level. on the best practice from other providers.
As an awarding body, Edexcel delivers qualifications to over 5,500 secondary There should be evidence that provision has:
schools; 700 further education centres, WBL learning providers and adult
education centres, including all FE Colleges; 76 higher education institutions • actively encouraged the participation of adults who have not
and more than 900 employers in the UK. previously engaged in programmes of study
Edexcel is a member of the Pearson Group which includes the Financial • enabled adults to complete programmes of study successfully and
Times and Penguin. supported interesting practice which encourages adults to stay in
Edexcel is also pioneering a number of far-reaching IT initiatives, including learning
onscreen marking and testing, to change and improve the examinations • resulted in the provision of innovative learning materials which
system. By uniquely offering students and teachers rich data on exam motivate adult learners.
performance, through its Results Plus service, Edexcel is helping to raise
attainment.
Edexcel believes education enhances life opportunities and provides people
with choices, through an academic or a vocational route. Find out what
Edexcel can do for you by visiting www.edexcel.com and see for yourself
how Edexcel can help.
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30 31

19. The Edge Award
for Practical Teaching and Practical Learning
Edge is an educational foundation with the aim of raising the status of Edge wants to recognise, celebrate and publicise examples of excellent practical
practical and vocational learning. learning. We believe that we must listen to learners themselves if we really
want to improve learning experiences.
Edge runs campaigns to change attitudes and behaviours – by engaging
with students, employers, teachers, government and the media, we seek to We invite entries for this award from colleges whose learners have experiences
change the way practical and vocational learning is viewed and carried out. that are:
Edge provides grants and funding – we support organisations and new • Real – with opportunities for learners to tackle real life problems by
initiatives that will deliver real changes. learning from people in the know, using the tools of the trade.
Edge works to change policy – we work with opinion formers, • Meaningful – the college can demonstrate that learners can explain
educationalists and policy makers to identify the key barriers and why they are working on a particular task, and the benefits to
opportunities for change. themselves, and others, of completing it well.
• Challenging – with opportunities for learners to work alongside
We want young people to learn through practical training and experience
experts and be challenged to perform at new levels of skill.
how to succeed at a vast range of jobs – from building work to business – by
doing work experience, apprenticeships and trainee schemes. • Stretching – the college can demonstrate that the learners can describe
their new skills and insights and show the distance they have travelled.
That’s why we are sponsoring this year’s Beacon Award for Practical
Teaching and Practical Learning. • Life-changing – the college can demonstrate the doors that are now
open to learners and the way that their learning at the college has
reshaped their future.
‘Until the voices of learners are heard, nothing will really change’
(Andy Powell, Chief Executive, Edge)
www.edge.co.uk
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32 33

20. The FENC Award
for the Creative Production, Adaptation and Delivery
of Learning Resources
Take, Shape, Share
FENC is a charitable organisation that supports colleges, schools and work- The FENC Award for the Creative Production, Adaptation and Delivery of
based learning providers across the UK and Europe. We are one of the largest Learning Resources is open to applications from centres or departments
and most successful voluntary communities dedicated to the supply of skills- within any further education, sixth form, land-based or tertiary college in the
based learning materials and applications. United Kingdom.
Virtually everything in our catalogue is based on collaboration; our success E-learning plays an important role in vocational education. FENC recognises
mirrors the willingness of individuals, departments, institutions and the that learning resources are key to enabling students to respond positively to
wider vocational community to share their efforts with colleagues elsewhere. the learning experience. There is a growing realisation amongst tutors that
effective e-learning materials are not the exclusive domain of the
Being part of FENC means being part of a community that recognises the
technologically proficient or gifted among us. This award acknowledges
benefits of working together. We all produce content. Contributing to the
staffs’ creativity, resourcefulness and flair using software readily available to
resource bank, or working with us to produce even a handful of new titles
all, tailored for the educational advancement of their own students.
can soon build up into a considerable port folio if every institution does the
same. When judging the entries the assessors will be looking for progress and
achievement against at least two of the following criteria:
The winner of the FENC award 2008-2009 was Aberdeen College who have
shown us how their Content Development Support Team assists teaching
staff in the production of engaging and interactive materials, and provides a
• The production of new resources in order to assist in the delivery of
high quality support service to all teaching staff in order to encourage more
learning.
extensive and sophisticated use of the college VLE.
FENC is keen to continue building on the success of this award, to celebrate • The adaptation of existing resources in order to assist in the delivery
the ability of every one of us to make a difference to the learning process of learning.
through the imaginative, adaptation or delivery of resources. • The creative use of different media types to meet personal learning
We invite all colleges to consider sharing their local learning resource success needs.
stories with us. Win or lose, FENC will be proud to promote all qualifying • The application of different media types to convey different learning
submissions to the wider college community as part of its charitable remit to
messages, or the application of different media types to give better
share best practice.
understanding of a single topic/subject.
On 28th of April 2009, for example FENC is building its annual networking
event in Birmingham around the submissions to its Beacon Award for 2008- • That you are sharing your learning resources with your colleagues
2009. We are honoured to be welcoming staff from over 12 colleges, who will within your college and/or with other organisations.
be coming together to share their enthusiasm and expertise with the rest of • That your production, adaptation and/or delivery of learning
the college community. To find out more, please visit www.fenc.org.uk. resources is a recognised part of your college commitment to
Personalised Learning.
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34 35

21. The Jardine Lloyd Thompson Benefit
Solutions Award
Benefit Solutions
Benefit Solutions
for Health and Community Care
Universities & Colleges Healthcare Services. The Jardine Lloyd Thompson Benefit Solutions Award for quality in health
and community care programmes is open to faculties in colleges of further
Jardine Lloyd Thompson Benefit Solutions has been advising and education, sixth form colleges and tertiary colleges offering courses which
implementing healthcare solutions for the education sector since 1981 when cover community and residential care, health studies, early years/nursery
we launched the Universities & Colleges Corporate and Voluntary Healthcare nursing and other health and community care programme areas.
Plans. Our knowledge of the sector’s requirements combined with our
knowledge of market products and solutions has ensured the continued Evidence is required of:
growth of our reputation.
Our healthcare solutions now form an integral part of employee benefits at • Responsiveness to employer and training needs in the provision of
over 300 Universities and Colleges and cover over 80,000 employees. These high quality courses or specific training programmes.
services extend beyond private medical care and include all aspects of Health • Innovation and flexibility in the planning and delivery of courses
& Safety, Occupational Health and employee benefits. Details of our including joint initiatives with service providers such as outreach
comprehensive services can be obtained including Flexible & Voluntary activities and the use of technology where appropriate.
Benefits Schemes from: Jo Fincham on 01344 381 609 or by email at
Jo_fincham@jltgroup.com • Effectiveness of monitoring and evaluation mechanisms with clear
evidence of outcomes.
JLT Benefit Solutions Limited is a member of the Jardine Lloyd Thompson
• Successful development of co-ordinating strategies to facilitate
Group who have divisions specialising in Insurance Broking, Employee
Benefits, Actuarial Consulting and Healthcare. The Group provides solutions learning outcomes through consistency in supervision and in the
to maximise the effectiveness of our client’s financial, human resources and assessment methods used in practical work placements.
risk management initiatives. Jardine Lloyd Thompson is one of the largest
UK publicly quoted insurance brokers in the UK.
The assessors will be looking for:
JLT Benefit Solutions Limited. Authorised and regulated • Outstanding schemes that provide models of good practice in health
by the Financial Services Authority and community care provision.
A member of the Jardine Lloyd Thompson Group.
• Initiatives that have innovative and flexible features with clear
Registered Office: 6 Crutched Friars, London EC3N 2PH
documentation on the outcomes.
Registered in England No. 2240496. Vat No.244 2321 96
• Effective collaboration with employers and service providers in the
planning and evaluation of the course.
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36 37

22. The Learning and Skills Council
(LSC) Award
for 14-19 Collaboration
The LSC was set up in 2001 to plan and fund high-quality education and The LSC Award for 14-19 Collaboration is open to all further education and
training for everyone over 16 in England, other than in higher education. Our sixth form colleges in England and aims to recognise exemplary initiatives
goal is to improve the nation’s skills to match the best in the world. and programmes. The Award will be given to a college that best
demonstrates the successful implementation of a clear policy in this
To achieve this, we work with further education (FE) colleges, school sixth important area.
forms, sixth-form colleges, higher education institutions and other training
Assessors will be looking for evidence of successful collaborative practice
organisations. We help them to plan their work, we provide their public
where:
funding, and we help them to achieve excellence in the way they are run and
the learning they deliver.
• All partners have a shared vision. Partners have an understanding of
Our work is driven by the needs of the country’s employers. We work closely how the partnership will meet the needs of young people and improve
with them to identify existing skills gaps, understand what skills they will outcomes, priorities and targets.
need in future, and make sure that the right education and training resources
are in place. We also take account of the needs and wishes of individual • Leadership is at a senior level. A coordinator is appropriately placed
learners, and encourage their appetite for further education and training. place to secure partnership arrangements.
• Partners are involved in joint strategic planning. Senior staff guide and
We work at national, regional and local partnership level from a network of
shape priorities. A strategic group takes responsibility for overall
offices across the country. We cannot do our job alone, and we work with
many other organisations, as well as employers and learning and skills direction. There are protocols and service-level agreements in place to
providers. support working arrangements.
• Regular meetings take place between staff at all levels within the
partnership. There is a regular exchange of information and joint staff
development and CPD opportunities.
• Monitoring and evaluation are central to the partnership. All partners
are involved and have full confidence in quality assurance processes.
Outcomes are used to improve planning.
• Partnership has led to innovative approaches to learning and outcomes
for young people that could not have been achieved by individual
providers alone.
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38 39

23. The Learning and Skills Council
(LSC) Award
for College Engagement with Employers
The creation of the Learning and Skills Council (LSC) in April 2001 The LSC Award for Engaging Employers is open to all further education
represented the biggest single investment and most far-reaching reform in colleges and sixth form colleges in England. The Award will recognise
post-16 education and training the country has seen. The LSC’s exemplary practice in the delivery of provision that is both responsive to the
responsibilities cover planning and funding in further education, school sixth needs of employers and that is making a difference to employers. The Award
forms, work-based learning and adult and community learning. will be granted to the college best demonstrating impact in meeting
employers skills needs. This will have resulted from a clear, long-term vision
Its exciting remit is to transform the quality and scope of education and and partnership with employers, reflected in provision which demonstrates
training in England and equip young people and adults with the skills and development of a skilled workforce and contribution to economic progress in
knowledge that enables them to achieve their potential and at the same time, response to identified skills priorities in the industry sector or area of
improves the country’s national competitiveness to world-class standards. learning.
The LSC is already making a difference at local, regional and national level. Assessors will be looking for evidence of:
It is forging strong partnerships with schools, colleges and other training
providers, working with employers to encourage workforce development and • A planned approach to employer facing delivery across the whole
tackle skill shortages and taking action to break down barriers to learning, college, embedded through the institution and targeting a range of
whether they involve disadvantage or disability. It is enhancing the quality employers, including innovative use of the Train to Gain service.
and reputation of vocational education and establishing effective new routes This will be reflected in the college mission and investment in the
into higher education. area of learning, and evidenced through the colleges’ three-year
development plan, self-assessment and quality improvement
In the eight years since the LSC was established, the number of young people practice.
taking part in education and training is rising. Hundreds of thousands of • Responsiveness (recognised in college plans) to key priorities
adults are improving their literacy and numeracy skills through LSC-funded identified and documented by the relevant industry sector or sectors,
programmes. A new generation of improved Apprenticeships is being rolled particularly those skills priorities identified by Sector Skills Councils
out and the LSC is establishing a nationwide network of employer responsive in their Sector Skills Agreement where these exist, or in SSC or other
providers that will deliver the Train to Gain service to employers in a strategic and systematic analysis of labour market intelligence
demand led fashion. including the National Employer Skills Survey, or other national or
regional industry supported research on skills needs.
• Systematic networking and collaboration with other providers and
business support organisations with feedback from employers to
improve or change provision that have in turn delivered quantifiable:
• Improvements to the success and achievement rates for learners.
• Impact of provision on employers businesses.
A track record of managers, leaders, teachers, trainers and support
staff in delivering sustained levels of employer engagement, either as
a core activity to further enhance direct services, or to provide the
gateway to employment, depending on the mission of the college.
• Human and materials resources that match the best in the relevant
industry gained through forging partnerships with industry, and
through the colleges own investment. Including, for example,
inward and outward secondments, placements, investment in
training and development and access to up to date facilities and
equipment to industry standards.
• Development and implementation of flexible teaching, learning and
assessment methods (for example in time, mode, location) that
respond specifically to identified needs or overcome barriers to
learning in the relevant industry sector, and also respond to the needs
of local employers and learners.
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40 41

24. The Learning and Skills Council
(LSC) Award
for Equality and Diversity
The FE system has a crucial role to play in enabling this country to meet The LSC Equality and Diversity Award will recognise exemplary practice in
current and future challenges. The sector as a whole has shown, time after response to the aims of the LSC Single Equality Scheme 2007-10. The Award
time, just how adept it is at delivering across a spectrum of needs and in is open to all LSC-funded colleges.
changing circumstances. The LSC’s vision for the FE system is therefore an
Applicants must have developed and acted upon a clear equality and
ambitious one: FE is at the heart of its actions to unlock the talent of
diversity strategy and action plan or plans that reflect the priorities outlined
individuals; to build strong and inclusive communities; and to develop the
in the Single Equality Scheme 2007-10 and relevant legislation; for example,
skills and innovation employers need to compete successfully.
the Race Relations Amendment Act; the Disability Discrimination Act; and
In the years since the LSC was established, the numbers of young people the Sex Discrimination Act.
taking part in education and training are rising. Hundreds of thousands of
Assessors will be looking for evidence of:
adults are improving their literacy and numeracy skills through LSC-funded
programmes.
The LSC‘s Single Equality Scheme is designed to place equality and diversity • a clear commitment across the institution to embedding and going
at the heart of what it does to develop a system where all can benefit and no beyond duties for race, disability and/or learning difficulty and gender
one is excluded. This has been an essential part of its role from the inception equality
of the LSC. The LSC aims to do more than comply with the present legislation • innovative approaches to promote equality in relation to other learner
for equal opportunities, going beyond it to promote equality and embrace
characteristics such as sexual orientation, religion/belief, age, gender
diversity in all its aspects. The LSC wants its approach to be a model for the
identity and social deprivation
colleges and providers it works with, assuring a positive legacy for the sector
to build on throughout and beyond changes in the Machinery of • commitment and leadership by example from the top of the
Government. organisation with clear success indicators identified at each level
• a clear, systematic and visibly embedded approach to delivering
equality and diversity outcomes across the institution, including:
• a published strategy
• relevant action plan(s)
• improvement measures which identify and successfully address
priority equality challenges
• mainstreaming and aligning equality and diversity within the overall
mission of the college.
• regular auditing of policies, procedures and practices leading to
continued improvement in provision for learners.
• involvement of learners from across the institution to shape and drive
the equality and diversity agenda
• action to share and promote good practice among other colleges and
providers, leading by example
• action to ensure the workforce reflects the diversity of the learning
community
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42 43

25. The LSIS Award
for Leadership of Innovation in Curriculum Development
The Learning and Skills Improvement Service (LSIS) came into operation on LSIS is pleased to sponsor this Beacon Award for Leadership of Innovation in
1 October 2008. Combining the best aspects of two different sector bodies – Curriculum Development. The Award is open to all further education, sixth
the Centre for Excellence in Leadership (CEL) and the Quality Improvement form and tertiary colleges in England.
Agency (QIA) – LSIS will work closely with the sector, as its key partner, to
This award aims to recognise the crucial role of leadership in curriculum
focus on learners and on developing excellent and sustainable further
development activities. These activities should create value for individuals,
education and skills provision. Leadership development will underpin and
teams and their organisations in ways which can be considered novel,
form an important part of the organisation’s strategic role in the sector.
innovative and from which other providers can learn. This may be for a
specific aspect of the providers work or take a broader perspective. The
assessors will look for evidence that the initiative has produced positive
results and also made a significant impact on learners. Other important
selection criteria include:
• Evidence that a conscious leadership approach has been taken to
curriculum development for the benefit of the organisations and its
clients/customers/learners.
• Evidence that the provider is responsive to the learning needs of the
local and/or the organisation’s community
• Evidence of innovation through insight and evidence.
• Evidence that the approach adopted was innovative and effective in
terms of process and/or content in the context described.
• Evidence that individuals, teams and the organisation in which they
have worked have gained from the curriculum development initiative.
• Evidence that sustainability has been built into the curriculum
development initiative.
• A strong emphasis on impact and outcomes.
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44 45

26. The Make Your Mark Award
for Enterprise
Make Your Mark is the campaign to give people in the UK the confidence, The Make Your Mark Award for Enterprise will recognise enterprising
skills and ambition to be enterprising – to have ideas and make them happen. colleges offering enterprise activities for learners. The winning college will
Having a can-do attitude and the skills to sport opportunities, overcome display a commitment to creating an enterprise culture across the
challenges and implement ideas is more important than ever in today’s tough organisation, to embedding enterprise learning throughout the curriculum,
global economic climate. and to providing enterprise opportunities for a diverse range of learners. We
define enterprise simply as “having ideas and making them happen”.
The year-round campaign includes Enterprise Week, a spotlight for
education, business, communities, government and media; the Make Your An enterprising college will show commitment to creating:
Mark Challenge, the UK’s biggest live enterprise competition with over
56,000 participants from schools and colleges; and the Make Your Mark 1. A college wide emphasis on enterprise
education team which works across schools, colleges and universities to
encourage students to turn their ideas into reality. Evidence of this might include:
www.makeyourmark.org.uk • A strategy for the development of enterprise learning across the
college, with demonstrated senior level commitment
• Enterprise capabilities, skills and attributes are embedded through a
range of subjects throughout the curriculum
• Evidence of Continuing Professional Development for practitioners
to embed enterprise in teaching and learning
• ‘Enterprise spaces’ or incubation spaces (either currently available
or being planned) for entrepreneurs to develop business ideas.
2. Enterprise opportunities for learners
Evidence of this might include:
• Opportunities for learners to engage in enterprise activities through
timetabled study, and/or extra-curricular activity
• Entrepreneurship celebrated throughout the college as a viable and
exciting aspiration for a diverse range of learners
• Opportunities for students to engage with entrepreneurs and local
businesses
• Support and guidance for students wishing to start a business.
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27. The Mercers’ Company Award
for Science or Mathematics
The Mercers’ Company (www.mercers.co.uk) is the premier City Livery The Award is open to sixth form colleges, tertiary colleges and general further
Company in London and has been involved in Education for almost 500 education colleges in the United Kingdom for the exemplary teaching of any
years, through the trusteeship, governance and support of its 14 associated aspect of mathematics or science or the application of these subjects in a
schools and colleges in both the maintained and independent sectors, and vocational context.
through its charitable grant-making activities.
The assessors will be particularly interested in proven cases of ‘turning
The company aims to identify and spread excellent practice across the students on’ to maths or science through creative and imaginative teaching,
different sectors of education, primarily through its network of schools and which also succeed in improving recruitment, retention and levels of
colleges, its support for educational improvement projects, and through its achievement.
Educational Advisory Service.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
48 49

28. The Network for Black Professionals
Award
for Promoting Race Equality
More than a Network The Network for Black Professionals is sponsoring an AoC Beacon Award to
The Network for Black Managers (NbM) was set up in 1998. Its purpose is to promote and encourage good practice, high standards and sustained
address the under-representation of Black staff in the FE sector, especially the commitment to race equality within further education and sixth form colleges
alarmingly small numbers of managers, senior staff and principals. in England.
The Network exists to raise awareness of race equality issues in the learning + All colleges have a duty to act in accordance with the Race Relations
skills sector and seeks, through its activities, to develop and support (Amendment) Act 2000 (RRAA), to eliminate racial discrimination, promote
measures that raise the numbers of Black staff at all levels in the sector, and equality of opportunity and promote good relations between people of
positively influence the experience of all learners. different racial groups. The LSC’s recent initiative, the Race Equality in
Employment Standard (REES), is an asset in addressing this important social
The requirements of the revised Common Inspection Framework took effect cohesion role for colleges and also complements Success for All, the
in April 2007, and inspectors now grade colleges on Equality and Diversity inspection process and the LSC’s Agenda for Change. It sets standards for
for the first time, the Network for Black Professionals will be seeking to work incorporating good race equality practices into existing strategic and
with colleges, and other providers, to help them to meet their legislative performance management frameworks. A key focus of both RRAA and REES
obligations and take a leadership role in delivering the government’s vision is that race equality is incorporated into policies and procedures that affect
of a learning society in which everyone has the opportunity to go as far as both staff and learners and that race equality targets are being set, monitored
their talents and efforts will take them. and reviewed.
AoC Beacon Award assessors will be looking for evidence of excellence, using
some of the following criteria:
Contact: Robin Landman, Chief Executive, Network for Black Professionals,
Wolverhampton Science Park, Wolverhampton WV10 9RU
Tel: 01902 715309, Mobile: 07976 221726, email: robinl@nbp.org.uk, • Leadership that inspires the college in implementing equalities
www.nbp.org.uk objectives and actively promotes the college’s equality policy both
internally and externally
• Audits policies, procedure, practices leading to continuous
improvement in provision
• Responds to local diversity and actively consults and involves the
community
• Sets equalities targets that are ambitious and proportionate to the local
community’s needs and are reflective of the learner profile
• Actively promotes the sharing of good race equality practice in the
teaching, learning and support of learners
• Ensures that Black staff are supported through the establishment of
focus groups and /or affiliation to appropriate national networks
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
50 51

29. The OCR Award
for Functional Skills
OCR is a not-for-profit organisation focused wholly on the enhancement of The OCR Award is open to all further education colleges in the UK that are
education through assessment. delivering functional skills in English/mathematics/ICT.
As one of the UK’s leading awarding bodies, OCR provides a professional, The Award seeks to identify innovative examples of functional skills delivery
reliable and supportive service to thousands of teaching centres. through an approach that embeds functional skills across the curriculum.
Learners of all ages study our specifications - whether at school, college, in The college should be creative in identifying and providing opportunities,
work or through part-time learning programmes - to achieve their full which lead not only to the engagement of individuals but also contributes to
potential. their continued progression.
OCR qualifications include AS/A Levels, GCSEs, Key Skills, Basic Skills, In particular the Assessors will be looking for evidence of:
Entry Level Certificates, Nationals and 'own brand' qualifications. They cover
areas such as IT, business, languages, teaching/training, administration and
secretarial skills. OCR representatives can also work with Centres to provide • contextualising functional skills delivery so that it engages and reflects
accreditation to unique qualifications. the individual needs of learners
OCR has a proven track record of developing new qualifications to help • programmes that enable learners to use and apply
teachers and students get the most out of learning and is currently running a English/mathematics/ICT to tackle problems that arise in their work
three year pilot for functional skills in all three subjects at all levels – Entry and life
Level, Level 1 and Level 2. OCR’s functional skills qualifications help learners
• an innovative and creative approach to functional skills that develops a
develop practical skills in English, Maths and ICT to gain the most out of
work, education and everyday life. sustainable delivery model promoting the uptake of functional skills
across the college
Our products are designed to enable teachers to get the best from students -
both during the course and in preparing them for whatever they choose to go • regular evaluation mechanisms to measure the effectiveness and
on to next. We place the student at the heart of our specification development, relevance of the functional skills delivery model
seeking new ways to engage with and excite learners. • full support for staff that will enable the college to move forward with
Throughout the UK more than 13,000 Centres offer our qualifications and the implementation of functional skills.
each year more than 3 million people achieve an OCR qualification.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
52 53

30. The RNIB and Mencap Inclusive
Learning Award
for Students with Learning Difficulties
and/or Disabilities
Royal National Institute of the Blind
RNIB is the largest voluntary organisation of and for people with sight loss in The Inclusive Learning Award, supported by RNIB and Mencap, will
the UK campaigning for positive change. celebrate exemplary practice in further and continuing education for learners
with learning difficulties and/or disabilities. Assessors would be interested
Our vision is a world where people who are blind or partially sighted enjoy
to receive applications from mainstream colleges which have developed
the same rights and responsibilities, opportunities and quality of life as
people who are sighted. exemplary practice in delivering the curriculum to visually impaired learners
or learners with learning difficulties. The Assessors will be looking for
We believe that lifelong learning can significantly enhance the quality of life examples of provision that demonstrate one or more of the following:
of people who are blind and partially sighted. It is one of the principle ways
in which they can enjoy social inclusion; it can significantly contribute to their
independence; and it is also a very important factor in enabling them to • an innovative curriculum
access employment. RNIB believes that participation in lifelong learning • partnership/multi-agency work, e.g. working with a specialist
should be a right for all, including blind and partially sighted people,
college
whatever their age or the degree of their disability or learning difficulty.
• individualised learning
RNIB is committed to empowering and supporting blind and partially
sighted people in accessing learning and to contributing to the development
of the kind of provision that is necessary to facilitate high quality inclusive In addition to focusing on the themes above, the Assessors will expect
learning. evidence of:
• Self advocacy/empowerment, individualised learning, preferred
Mencap learning styles
Mencap is the UK’s leading learning disability charity; it supports people • Provision based on the social model of disability
with a learning disability and their families and carers. Mencap is keen to
support the Beacon Award which recognises quality and innovation in the • Equal opportunities/access for all
promotion of inclusive learning. Mencap is particularly keen to support
• Relevant staff development and training.
initiatives which provide people with a learning disability with accurate and
accessible information about learning opportunities. Since the publication of
'Inclusive Learning', Mencap has been active in trying to make the report
accessible to students and their families so that they can be actively involved
in shaping the future of lifelong learning opportunities.
Mencap works in partnership with other organisations to promote the
importance of further, adult and community education in the lives of people
with a learning difficulty and their families. Mencap is delighted to be
working with the RNIB in supporting the Beacon Awards in 2008-09 as a
demonstration of how organisations can work actively and successfully
together to reward initiative and success.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
54 55

31. The Welsh Assembly Government
Award
for College Engagement with Employers in Wales
“It is vital that the economic and learning agencies work together to raise
employers’ sights and create more high quality jobs as well as ensuring
appropriate learning provision is available to meet and promote skill
The Welsh Assembly Government needs.”
www.wales.gov.uk The Welsh Assembly Government
The Department for Education, Lifelong Learning and Skills (DELLS), has Department of Education, Lifelong Learning and Skills
responsibility for the effective deployment of Welsh Assembly Government “Skills and Employment Action Plan for Wales 2005”
funds for schools, further education, private and voluntary sector training
The Welsh Assembly Government’s sponsorship of their award for College
provision, adult continuing education and higher education throughout
Engagement with Employers in Wales is open to all further education
Wales.
colleges and sixth form colleges in Wales.
DELLS works with key partners to stimulate higher demand for skills and the
This Award will seek to recognise best practice in the development of
ability to make use of them. By doing this we intend to make the learning
provision which is responsive to the needs of employers including
and skills sector to become more responsive to business, and create a flexible
small/medium sized enterprises (SMEs) and micro-businesses. The Award
institutional framework that supports the development of innovative firms
will be granted to the college best demonstrating a clear, long-term vision for
and multi-skilled workers.
employer engagement, reflected in provision and developmental activity,
The FE Sector plays a critically important role by equipping people with the which contributes to the development of a skilled workforce.
essential skills needed for work, home and leisure; providing lifelong
Assessors will be looking for:
learning opportunities in a wide range of subjects; ensuring that knowledge is
applied successfully within the economy; developing the skills needed by
employers; providing learning which helps strengthen and regenerate local • Engagement with a range of employers embedded across the
communities. institution, reflected in the commitment of senior managers to
ensuring employer engagement is a core activity, with established
The challenge of building a more inclusive society remains pressing. links with a range of businesses, innovative networking and
Education can assist individuals and communities to achieve their goals and collaboration with providers to develop appropriate learning
aspirations and it helps develop new skills and encourages more informed programmes.
and more effective participation in civil society. The Welsh Assembly • Effective analysis and use of labour market intelligence, research
Government’s programme to widen participation and develop a more flexible including Future Skills Wales, feedback from employers and other
and responsive learning network aims to contribute to equipping Wales for softer information to inform the design and delivery of learning to
meet local, regional and sector skills needs.
both social and economic success.
• Human and materials resource strategies that benefit from direct
links with industry, including for example inward and outward
secondments, mentoring and placements, and access to up to date
facilities and industry standard equipment.
• Creative use and implementation of innovative means of learning
delivery for example using e-learning and flexible delivery
arrangements.
• Awareness of and engagement within WorldSkills and other related
vocational skills competitions.
• Services and business development solutions offered directly to
employers to support business needs.
further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 59 of this prospectus
56 57

32. Members of the AoC Beacon Awards Guidance on how to apply for the
Steering Group as at 1 April 2009 AoC Beacon Awards
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..
Ahmed Choonara Executive Member, Network for
Black Professionals Feedback
Each year, the assessors are asked to complete feedback forms for non-
shortlisted colleges. These are useful for a number of reasons: it means that
Brenig Davies Fforwm Officer – Wales Representative 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 Lead Assessor can have an overview of all of the
awards and can ensure that they are each assessed to the same standard.
Lesley Davies Director of Framework for Excellence and Quality,
Learning and Skills Council Some of the recurring themes that the feedback forms identify are as follows:
Overall strengths of AoC Beacon Award applications
• Strong dissemination of good practice both within the college and the
John Guy Principal, Sixth Form College Farnborough – wider sector
Sixth Form College Representative
• Good progression routes to F&HE and employment
• Enthusiastic support from all levels of the college
Joan Herron Southern Regional College – Northern Ireland
• Good communication between college and partner organisations
Representative
• Use of CPD to develop teaching styles and support students
• Innovative projects which widen access that could be replicated by
Michael Osbaldeston Partnership Director, WorldSkills London 2011 other colleges
• Effective data exchange across areas and systems
Chantel Rowe Brand Manager, City & Guilds • Outstanding social and cultural programmes
• Multi-faith Chaplaincy with a very broad spectrum of representation
Maggie Scott Director of Learning and Quality, • Sharing of good practice through networking
Association of Colleges • Individualised student support
• A modern curriculum which addresses emerging technologies
Anne Sleath Senior Manager – Post-19, OCR • Good use of VLE by both staff and students
• Effective publicity and marketing materials
Debra Stych Clerk to the Board, Association of Colleges • Staff aim to challenge, inspire, engage and enrich students
Alice Thiagaraj Manager, AoC Charitable Trust How AoC Beacon Award applications could be improved
• More quantitative data needed
• More written evidence from stakeholders/beneficiaries
Dame Patricia Chair, AoC Beacon Awards Steering Group
Morgan-Webb • Objectives not SMART (specific, measurable, achievable, realistic,
timebound)
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58 59

33. • More evidence needed on dissemination 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
• Need for more evaluation and monitoring
of the college’s work.
• Sustainability of funding needs to be ensured
Applicants are also advised to consider presenting information in table
• Submissions do not always follow the format recommended in the format for example, figures on recruitment, retention, achievement,
prospectus 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
• Need for greater involvement of SMT to develop a strategic oversight
how your provision has had an impact over time.
• More evidence of formalised routes for engagement with business
Frequently Asked Questions
• More evidence of a progression strategy
Q: Our course is 12 weeks long and therefore does not run for an
academic year. Are we still eligible to apply?
Feedback forms on all non-shortlisted applications dating back to the 2005- A: Providing the course itself has been running since September 2008
2006 Programme are kept at the AoC Beacon Awards office and any college (for example), it doesn’t matter if several cohorts of students have
wishing to receive feedback can contact the office to be given it over the undertaken the course since that time and the time you apply. What is
telephone. The AoC Beacon Awards Steering Group and its team of assessors important is for you to be able to demonstrate that monitoring the
are extremely keen to contribute towards the continuing development of all course over time has resulted in improvements.
initiatives that are put forward for the Awards which is one of the reasons
Q: Our word count is 3,120. Can we still submit our application?
why this feedback is available.
A: The assessors aren’t going to be too concerned if you are slightly
Colleges that have been shortlisted and/or Highly Commended are also
over the word count; however they are asked to take into account all of
invited to contact the Awards office to receive more detailed feedback on their
the criteria when drawing up a shortlist so if there are two submissions
submission and visit. Shortlisted and Highly Commended colleges are
of seemingly equal merit and one is within the word limit and the other
eligible to re-apply for the same Award. It is only colleges that have won an
is over, then they will select the one that is within the word limit to be
Award that cannot re-apply for the same Award unless it is applying with a
shortlisted.
substantially different initiative.
Q: Our Principal will be away when the application form needs to be signed.
3,000 Word Limit
Will our submission still be accepted?
As stated on page 8 of the Prospectus, your application for a Beacon Award
A: It is important that the form is signed by a member of the SMT,
should not exceed 3,000 words. A word count is requested on the application
preferably the Principal. Your application will be accepted if it is
form.
signed by another senior member of the SMT and submitted with a
Evidence from beneficiaries and appendicies should be included within the covering letter stating that the Principal is aware and supportive of the
3,000 word limit. Many colleges have numerous examples of evidence from application.
beneficiaries, whether these take the form of comments in learner evaluation
Final tips
forms, feedback from partner organisations e.g. employers, schools, local
authorities or via solicited and unsolicited letters. Similarly, colleges are THREE COMPLETE COPIES of the application and supporting evidence
likely to have a wealth of supplementary in formation contained in various must be submitted. Two of these are sent to the two assessors assigned to
college documents. the award and the third set is retained by the Awards office.
There are two ways in which colleges can incorporate the evidence into their Do not send in original samples of evidence from beneficiaries, students’
submission: course work, letters of support etc. The AoC Beacon Awards office cannot
accept any liability if these items are lost or damaged.
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
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34. Notes
________________/ __________/ ____________
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. LSC, DIUS, DCSF, 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
Please see overleaf...
✁

35. Please check that your initiative fulfils the following criteria (please tick):
Notes
• 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 scheme
• 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 2009
• 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, parents
Assessors will take into account ALL of the Awards’ criteria when evaluating the applications
I accept the conditions set out in the 2009-2010 Prospectus. I have read page 8 of the Prospectus and confirm
this application is not more than 3,000 words and includes details of:
• The Project: Planning and Purpose
• Aims and Objectives
• Monitoring Procedures
• Outcomes and Benefits
• Dissemination and the Future
Word count ______________________
Signed by the Applicant _______________________________________________Date__________________________
Name of Principal/Chief Executive ___________________________________________________________________
Signature of Principal/Chief Executive__________________________________Date__________________________
Please attach a supporting statement of no more than 3,000 words and submit THREE copies of your complete
application AND statement by Wednesday 22 July 2009 to the following address:
(Faxes will not be accepted)
Alice Thiagaraj
Beacon Awards Manager
AoC Charitable Trust
2-5 Stedham Place
London WC1A 1HU
✁

36. Notes

37. AoC Charitable Trust
2-5 Stedham Place
London WC1A 1HU
Telephone: 020 7034 9900
Facsimile: 020 7034 9950
email: enquiries@aoc.co.uk
Website: www.aoc.co.uk