Study Programmes

There are no open events scheduled for this topic. It may be run as an open event again in the future. Alternatively, we can run it as a bespoke internal event for your organisation.

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Developing Effective Programmes

The introduction of Study Programmes represents a radical change to the way education and training is provided for the 16-19 Cohort. Study Programmes aim to revolutionise the way the educational sector prepares young people for the world of work and presents both challenges and opportunities for colleges and learning providers, especially when coupled with the raising of the “school leaving age” which expects those up to age 18 to stay in education or employment with training. 

Further education providers will also be expected to understand the employment market far better, to advise learners impartially and accurately and to offer programmes that lead to qualifications and real jobs - rather than remain those providers reported as delivering qualifications which are out-of-line with the needs of the local economy. Study programmes are intended to increase success in the development of much-needed skills for both current and future needs.

Study Programmes offer tremendous opportunities for you to extend and grow business but simultaneously pose significant challenges. For example, students who don’t achieve a GCSE in Mathematics and English at age 16 will be required to continue their GCSE study and for those who aren’t able to study a qualification, developing numeracy and literacy along with employability skills, will be pivotal. Gaining jobs with few skills and qualifications is not an easy option. The demand for teachers and trainers who are skilled in teaching Maths and English is likely to increase significantly and could present serious challenges for recruitment, selection and learner outcomes.

Although these challenges may appear overwhelming, this workshop will take those challenges and potential barriers and unravel the benefits to your provision and especially to your learners. There will be many who resist change but equally those who embrace it can be used as advocates. Employers continue to feed back on the need for students to demonstrate non-technical skills such as problem-solving, creativity, innovation and especially Maths and English. Within Study Programmes the onus will be on providers to encourage students to develop and use these skills whilst gaining technical knowledge and formal qualifications. The benefits to young learners are many and as their skills increase they will recognise the benefits of further learning.

Although many providers have grappled with Foundation Learning pathways, many will have succeeded; we will identify the lessons learnt and the good practice identified by Ofsted and utilise these in the development and implementation of Study Programmes.

This workshop defines the content and expectations of Study Programmes whilst considering the opportunities and challenges faced. This includes, for example, the likely cohort and the probable curriculum options across each of the educational and training routes.  The expectations of Ofsted, the systems, procedures and data collection/analysis needed, will also be factored in. Ultimately, the workshop focuses on learner needs and how to structure Study Programmes around them, rather than traditional, academic routes of learning.

For Whom

This small group (max 18 delegates) workshop is highly interactive and neither a conference nor didactic.  It is for representatives from all categories of post-compulsory educational provision, such as FE Colleges, Sixth Form Colleges and Independent Learning Providers. It is also considered essential for Heads of Years 10 and 11 involved in student progression and succession planning.

It is likely that delegates will be managers and leaders, teachers, careers guidance and learner services staff, marketing and business development teams.

Aims and Objectives

By attending this workshop participants will be better placed to:

Content

1. The Background, Aims and Objectives of Study Programmes
Session one explores the intentions of Study Programmes. We shall discuss any relationships to previous initiatives and programme pathways to identify which current practices can be carried forward or adapted, to meet the intentions of The White Paper and government bodies, whilst not losing sight of the benefits to stakeholders. These outcomes will be used to relate the theory to your own practice and plan for further action.

2. Probable Cohort, Demography, Marketing and Recruitment
This session considers the likely cohort and demographic for Study Programmes and how well your current systems will be able to maximise opportunities on offer.  It considers the extent to which existing systems are able to identify prior achievement in relation to curriculum modelling together with progression routes and other external factors such as labour market reports.  It explores ways to present the study programme to target audiences and attract students.

3. Data and Ofsted Inspection
Session three compares and contrasts current systems and processes to the Ofsted 2012 criteria together with updates that have arisen through ongoing reviews by this regulatory body.  It considers possible or planned curriculum offers against the expectations and requirements of Study Programmes and their associated quality minimum standards set by the DfE, BIS and SfA.  It also considers the necessary data requirements in terms of purpose, extent and their use in specific relationship to these programmes and the likely cohort.

4. Understanding the Challenges and Opportunities and Action Planning
Session four recaps on the key outputs from the above then encourages delegates to select topics and themes to action plan and further develop during the day. These teams and the themes will be self-selected. It is likely that one team will focus on marketing materials, media and plans, whilst another may well be to develop, extend or refine initial assessments to ensure robust measurements of prior attainment to ensure progression - or perhaps curriculum modelling or structure will be your chosen theme? It will be your call.

To get the most out of this workshop, delegates are recommended to prepare by bringing with them existing examples of foundation level self-assessment, curriculum offer, curriculum models, initial assessments, marketing materials and anything they feel might be useful to correlate current practice to actions identified through the workshop. These could be developed further during the afternoon session.

Internal Staff Training and Development

This training workshop, along with most of our other best practice training workshops, can be delivered as an internal training course at your premises. Even with groups as small as 6-8 delegates, the course fees per person for internal training workshops can be lower than for open events. The potential savings are even greater, if the travel time and the travel costs of the delegates are included.

Running training workshops internally is very convenient and it allows the participants to explore how key issues will impact on them and their organization. Then as a team they can begin to agree upon a development action plan, with priorities. This approach is favoured by many of our clients as it combines a high quality service with excellent value for money and is a highly effective route for staff development.

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Related New Programmes Workshops

Certificates of Professional Development.

This course is recognised for CPD purposes by most professional institutes and associations including the Law Society, the CIM, the CMI, the ICAEW, the Institute of Learning and the CIPD. Formal Certificates of Professional Development will be issued by email to participants who successfully complete this course. These certificates will enable participants to evidence the update of their CPD records. The workshop will consider how to best apply the knowledge gained by the delegates upon their return to the workplace. This element of the programme is designed to maximise the benefits of attending and enable participants to make valued judgments when recording CPD activities