designing and implementing the transition year: … and implementing the transition year: making it...
TRANSCRIPT
Designing and implementing the
transition year:
Making it work for students
AoC Annual Conference: 15th November 2016
2
* Where a student does
both, the traineeship will
follow the transition year.
Students doing both the
transition year and a
traineeship may progress
directly to employment.
** Some students will move
directly from A levels
and/or applied general
qualifications to degree
and higher
apprenticeships.
How the academic and technical options would work
Transition Year
Further
education
Further education or employment
Apprentice-
ship
Traineeship or
supported
internship
Employment
with training
Transition Year
Client group
Young people who you feel are not ready for further education or
employment, but who - with the right provision and support - have the
ability to progress to further education or to employment.
Purpose
To equip students with the knowledge, skills and behaviours they need to
progress to further education, a traineeship or employment with training.
Content
Tailored
content
Focus on
progression
Improve English and maths
Focus on progression should start at the initial
assessment stage
Does the student have realistic plans? If not,
what help do they need to understand their
options?
Core skills
What does the student need to do to get from
where they are now to where they want to be?
What support will the need?
Research
Findings:
Wide variation in outcomes between local authorities and
between providers
Effective practice identified in 5 key areas:
‘Pre-enrolment’ activities
Tailored learning
People
A positive and supportive culture
A strong focus on progression
Early recruitment/enrolment
Research found:
Good relationships between
colleges and schools to identify
those unlikely to progress to
level 2
Taster days and tours
Opportunity to test drive the
journey to college
Identifying and addressing
support needs from day 1
Course choices finalised after
initial assessment
“Our aim is that no student
arrives at the college
unannounced”
How can colleges make
this work for students?
What can DfE do to help?
Any other examples of
effective practice?
Tailored learning
Research found …
Dedicated foundation units
Learning brought to the student
Flexibility to move from L1 to L2
in year
Use of ‘niche providers’ for
specialist support
Experience that is different from
school
Innovative approach to work
experience where student not
ready for placement
“if the student wants to
work, then pick those bits of
the syllabus that will help
them to find a job”
How can colleges make
this work for students?
What can DfE do to help?
Any other examples of
effective practice?
Getting the right support in place
Research found …
Support in place on day 1
Information sharing with schools
and LA special needs teams
Regular dialogue between
teaching and support staff
Tutors knowing the referral routes
if issues arise
Tracking and monitoring progress,
with strong buy in across the
college
Gradual withdrawal of support to
promote student independence
“The support I received
made the difference
between continuing and
dropping out”
How can colleges make
this work for students?
What can DfE do to help?
Any other examples of
effective practice?
Improving progression
Research found ...
Weekly tutorials focussed on
guidance and careers talks
Early identification of students
at risk of not progressing, and
additional support put in place
Employer visits and enterprise
events
Organisation-wide expectation
of positive progression
College departments
accountable for the progression
of their students
“Planning for progression
starts at the enrolment
stage”
How can colleges make
this work for students?
What can DfE do to help?
Any other examples of
effective practice?
Teaching
Research found ...
Lesson observations used to
improve teaching – not criticise it
Upskilling vocational tutors to
deliver English and maths to
contextualise learning
Staff trained to identify
behaviours which might hinder
student progress
Cross-curricula links between
English/maths and vocational
leads
“You need your best staff
to teach your most difficult
students”
How can colleges make
this work for students?
What can DfE do to help?
Any other examples of
effective practice?
For more information
Contact us
Gill Cowan
16 – 19 Policy and Technical Education Division
phone: 0114 274 2468
email: [email protected]
Useful information
Supporting entry and level 1 students in post-16 institutions -
https://www.gov.uk/government/publications/supporting-entry-and-
level-1-students-in-post-16-institutions