Intuition- Autumn 2022 by Redactive Media Group

The journal for professional teachers, trainers and leaders in the further education and training sector Issue 49 Autumn 2022 How further education and training is adapting to develop the skills needed for a greener future TOMORROW’S WORLD set.et-foundation.co.uk

SET22 SET£119ticketsmember The award winning annual SET conference returns to Birmingham on Thursday 3 November 2022 and we can’t wait to welcome you back to an in-person event! SET22 is the must-attend conference for teachers, trainers and leaders in the Further Education and Training

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Join us for a day of fascinating sessions, participate in inspiring breakout sessions and live Q&As, network

across the sector and learn practical tips that can help you in your every day practice. We look forward to seeing you there. Book your ticket: set.et-foundation.co.uk/conference #SETConf22 Discounts available for bulk booking

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InTuition is published on behalf of the Society for Education and Training Redactive Publishing Ltd +44 (0)20 7880 6200 redactive.co.uk EDITOR: Nick Martindale LEAD DESIGNER: David Twardawa SUB-EDITORS: James Hundleby, Rob Loveday PICTURE RESEARCHER: Claire Echavarry PRODUCTION: Jane +44jane.easterman@redactive.co.ukEasterman(0)2078806248 DIRECTOR: Martin Reid COMMUNICATIONS OFFICER: Aurélie Leroy HEAD OF CURRICULUM DESIGN PROJECTS: Paul Kessell-Holland PRINTED BY Precision Colour Printing, Telford 12 FEATURES 14 TOMORROW’S WORLD Further education in green skills is central to the UK’s drive towards a net-zero sustainable future 18 SAFEGUARDING THE SECTOR High levels of ethics are underpinned by the Education and Training Foundation’s new Professional Standards 21 UNDER SCRUTINY SEND plays a pivotal role in improving life chances for learners, but challenging times are ahead 26 TWO-WAY STREET How Taking Teaching Further aims to boost social mobility THE KNOWLEDGE 28 SUMMATIVE EVALUATIONS Taking a fresh perspective on traditional evaluations led Derek Johnson to investigate innovative lateral methodologies 32 NHS EDUCATORS The NHS employs thousands of educators and trainers, but are conditions ripe for their optimal development? MEMBERS’ CORNER 36 THE FORUM SET head of membership Jane Galbraith enjoys a fresh start in September, and welcomes ﬁve new SET Corporate Partners 38 MY LIFE IN TEACHING Sarabjit Borrill FSET ATS on her second career in teaching and combining it with her own learning and development 39 BOOK REVIEWS The latest educational titles reviewed, including books on developing resilience UPFRONT 05 NEWS New sustainability resources and the Chartered Teacher Status cohort graduates 08 CONFERENCE PREVIEW A look ahead to the return of the SET Conference as a face-to-face event 09 OPINION Views from Jenny Jarvis, Nick Hillman and Martine Ellis FSET ATS 12 ADVICE Give yourself the best chance of landing your next job in further education 14 CONTENTS AUTUMN 2022

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While every care has been taken in the compilation of this magazine, errors or omissions are not the responsibility of the publishers. Opinions expressed are not necessarily those of the publishers or editorial staff, the Society for Education and Training or the Education and Training Foundation. All rights reserved. Unless speciﬁcally stated, goods or services mentioned are not formally endorsed by the Society for Education and Training or the Education and Training Foundation, which do not guarantee or endorse or accept any liability for any goods and/ or services featured in this publication. ISSN: 2050-8980 Buckingham SW1W set.et-foundation.co.uketfoundation.co.ukmembership.enquiries@9SP

AUTUMN 2022 INTUITION 3

T he searing heat we all endured over summer was just the latest reminder that climate change is very much with us, and will remain one of the biggest issues for the coming decades. The further education (FE) and training sector can inﬂuence this in different ways, not only by tackling its own footprint but also by ensuring the UK has the skills needed to move to a net-zero economy. You can read about how the sector is adapting in our cover feature.

Elsewhere in this issue, don’t miss our Knowledge pieces from Derek Johnson, who talks about a new approach to summative evaluations in art teaching, and Carrie Walton, who highlights the vital – but often overlooked – role of those educators working in the NHS. You’ll also ﬁnd in the middle of this issue our T Level supplement, outlining the progress that has been made so far. A date for your diary is 3 November, for the ﬁrst in-person SET Conference since 2019. While virtual events have served us well, there’s no substitute for being able to meet up in-person so we’re all looking forward to the event, which will be held at Vox in Birmingham. To book your discounted ticket, head over to our website. Finally, we know just how challenging it can be working in FE and training in the current climate, and with that in mind the ETF has also been undertaking its own research. The FE Conversation took place over summer, and sought to understand more about the challenges faced by leaders, teachers, trainers, governors and support staff, as well as their views on the ETF’s training, resources and support. We received a great response from our members so thanks for all your help.

WELCOME FIRST WORDS 4 INTUITION AUTUMN 2022

The SEND sector is a vital part of FE and training, and one that is facing a period of upheaval. The long-awaited SEND Review Green Paper made a series of recommendations on how the space needed to evolve. Frustratingly, there was little mention of FE and training, but our feature on page 21 explores the implications, and how providers are adapting to meet the needs of learners.

Now is also a good time to remind ourselves of the standards to which we all should be aspiring. The ETF has recently updated its own Professional Standards, to better reﬂect the modern world. Find out more about this, and how the sector in general is evolving, on page 18.

This is part of a wider piece of work the ETF is conducting to ensure it can meet the needs of the sector going forward, and we’ll be sharing the results of this soon. Do keep an eye on our website and social media channels.

THE SEARING HEAT WAS JUST THE LATEST REMINDER THAT CHANGECLIMATEISVERYMUCHWITHUS

MARTIN REID

Part of solutionthe

MARTIN REID, director, SET The push towards net zero is set to dominate the agenda for the coming decades. The further education and training sector needs to adapt its offering to ensure we have the skills needed to succeed

2021 TEACHERSWITHGRADUATESCOHORTCHARTEREDSTATUS

The ETF developed these resources after recognising that, while there is an increasing responsibility to address the climate crisis, colleges and trainers are responding to the crisis and teaching of education for sustainable development (ESD) in vastly different ways and to differing degrees.

The resources will also help FE and training providers to support the Department for Education’s latest strategy for sustainability and climate change, published in April 2022.

In total, 180 people have achieved ATS since 2017, including 61 in this calendar year. T hree new resources to help further education (FE) and training providers embed sustainability into their curricula have been released by the Education and Training Foundation (ETF).

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AUTUMN 2022 INTUITION 5 LATEST UPDATES FROM SET AND THE ETF NEWS WEBSITE set.et-foundation.co.uk TWITTER @SocietyET FACEBOOK SocEducationTraining HAVE YOUR SAY #SETinTuition

The three resources consist of the ‘Subject specialism guide’, the ‘Teaching sustainability tool’, and a ‘Map the curriculum tool’, which helps leaders and curriculum managers identify current practice and opportunities.

SUSTAINABLE DEVELOPMENT

Details about ATS and how to apply are available at status/advanced-teacher-statusfoundation.co.uk/professional-set.et-All three resources can be accessed et-foundation.co.uk/resources/esd/esd-resourcesat

NEW RESOURCESSUSTAINABILITYEMBEDDING

Teachers and trainers who graduated with Chartered Teacher Status celebrated their achievements at the graduation ceremony in London in July. Within this cohort were those who have attained Advanced Teacher Status (ATS), an advanced badge of professionalism in further education awarded by the Society for Education andMartinTraining.Reid, director of professionalism and customer experience at the Education and Training rigorousbecauseandcongratulatedFoundation,theattendeessaid:“You’reallhereyouhavemetthestandardsrequired to be awarded Chartered Teacher Status. Pursuing and maintaining those high standards and improving the quality of your teaching is essential to the success of our sector.”

According to the ETF’s 2021 research into the FE and training sector workforce’s experiences of ESD, over 70 per cent of educators feel there should be more teaching about a range of subjects that relate to ESD in the post-16 UK education system.

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Receive regular updates fromthe ETF on new and updatedCPD courses and resources as well as selected topic areas.Sign up et-foundation.co.uk/atnewsletters

INNOVATIONSTRATEGIC FOR SKILLS PROGRAMME NOW OPEN Places can now be booked on the next two cohorts of the Education and Training Foundation’s ‘Strategic Innovation for Skills’ programme. The programme has been designed to help achieve strategic alignment between the further education (FE) and training sector and the needs of the economy and local employers, a requirement of government policy set out in the Skills Act. Modules focus on topics including leading innovation in the FE and training sector, the future labour and training market, and the attributes of a successful leader in the FE and training sector. The programme is delivered by a blend of approaches including two two-day residential elements, three online workshops and a work-related project. Twenty-five subsidised places are available to those from colleges with recognised financial challenges such as those requiring FE Commissioner intervention, those who have received a ‘requires improvement’ or ‘inadequate’ financial health grade, and those given a Financial Notice to Improve by the ESFA.

Further details are available development-programmesdevelopment/mentoring/professional-et-foundation.co.uk/professional-at

Book your place at Senior-Curriculum-&-Quality-LeadersInnovation-for-Skills-A-Programme-For-co.uk/course/details/1350/Strategic-booking.etfoundation.

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6 INTUITION AUTUMN 2022 NEWS SECTOR UPDATE

MENTORING ETF MENTOR

SUBSCRIBETO ETF NEWSLETTERS

NEW ETF IMPACT REPORT RELEASED

pplications are now open for the 2022–23 mentor training Deliveredprogramme.bytheEducation and Training Foundation and funded by the Department for Education, it features two courses: Mentoring skills for new mentors, which is aimed at new mentors and coaches and will give participants the opportunity to experience a variety of mentoring techniques and engage in facilitated action learning sets; Advanced mentoring for experienced mentors is for those who have experience of mentoring teachers in the FE sector or with qualiﬁcations in mentoring. Participants will develop advanced mentoring skills and critically reﬂect on the contexts in which they work. Both will commence on 17 October 2022. A maximum of 245 places will be available across the two courses, with applications closing at 12pm on 30GrantsSeptember.willbe provided to participating provider organisations to cover the costs of reducing mentors’ and mentees’ teaching timetables, as well as the administrative costs of a mentoring co-ordinator/grant lead.

The Education and Training Foundation (ETF) has released its annual Impact Report for the 2020/21 ﬁnancial year, prepared by independent research consultancy SQW. The report showcases how the ETF and the Society for Education and Training have supported the further education and training industry, notably during the Covid-19 pandemic. All andtransitionduringoffereddevelopmentprofessionalprogrammesbytheETFcontinuedthisperiod,withatoonlinelearningassessment.

During the year, the ETF also recommitted to pursuing an agenda strongly supportive of equity, diversity and inclusion, as well as focusing on wellbeing and the key role played by the sector in tackling climate change. Interim CEO of the ETF Jenny Jarvis said: “The independent ﬁndings highlight the breadth and popularity of our courses, and the feedback shows how they are making a tangible difference on the ground.”

The report can be accessed publications/impact-report-2020-21et-foundation.co.uk/resources/at

NEWS CONFERENCE PREVIEW

SARAH SIMONS MSET, founder of #UKFEChat, and your host for the event, is a little bit excited about the SET Conference... It’s reassuring to see a little bit of the old familiar tiptoeing back into everyday life. Can you remember when we ﬁrst came out of lockdown and a trip to your local pub seemed more thrilling than front-row seats at a Beyoncé gig? Now we’re allowed to get together in-person, I’m embracing every opportunity with gusto, which is why I can’t wait to see friends and colleagues, old and new, at this year’s SET Conference. Undoubtedly, virtual events are convenient. I’ve loved previous conferences where I’ve gained so much new learning without having to leave my kitchen table, but there’s something about real-life get-togethers that will always eclipse their online counterparts. It’s the unpredictable magic of meeting people at real-life events that has the capacity to set off ﬁreworks in my brain. It’s the conversation by the coffee machine that sparks a new teaching idea. It’s the impromptu chat with a colleague in the audience before a session that inspires an exciting project. It’s those unplanned personal connections with people who share the same mission and have the same values that can energise, invigorate and offer new perspectives. With the theme of ‘Educate, Motivate, Innovate’, the SET Conference 2022 is the sector’s focal point of all of that in-person magic, plus a line-up of speakers and sessions that’ll knock your socks off. Also lunch. A blooming gorgeous lunch. I mean, what’s not to love? Get yourself a ticket booked, sharpish. Can’t wait to see you there.

337 The number of delegates (based on 2019 conferencelivedata) 96% The proportion of delegates who said the conference had a positive impact on their professional practice (based on 2019 live conference data)#SETCONF22 f CEr To book your discounted member ticket, visit set.et-foundation.co.uk/conference 8 INTUITION AUTUMN 2022

F ollowing two successful years hosting our awardwinning conference entirely online, we are delighted that this year’s SET22 conference will be an in-person event. The one-day conference, which will take place at the Vox in Birmingham on Thursday 3 November, offers all teachers, trainers, managers and leaders the opportunity to meet and network with likeminded colleagues, to share best practice and meet and hear from sector experts. As part of our commitment to sustainable development, the conference team is working within Climate Action for Associations (CAFA) guidelines to allow the event to take place as sustainably as possible. ‘Educate, Motivate, Innovate’ is this year’s conference theme, and the programme of interactive workshops and inspiring presentations is designed to do just that. Keynote speakers include Bonita Norris, the youngest British woman to scale Everest, and Judy Ling Wong, environmentalist and honorary president of the Black Environment Network. Interactive breakout sessions include speakers from PeoplePlus, Oldham College and the National Education Union. Topics range from maths, ESOL and leadership to EdTech and the newly refreshed Professional Standards. The event is open to members and non-members, so please share with your colleagues. The SET team looks forward to meeting you all once again in person, for what is shaping up to be a great event.

After two years of being hosted virtually, the SET Conference returns as a live event, taking place in Birmingham on 3 November

LIVE ACTION

HOST WITH THE MOST

So I hope we will soon see lots of T Level students in UK universities. But the tiny minority of universities who remain unable to accept many T Level students should be crystal clear about any such decision and provide a clear evidence base as to why. Otherwise, young people won’t know where different options lead – and that really would be unforgiveable. U niversities are often accused of dragging their feet on T Levels. One recent headline reads: ‘Confused and frustrated: most universities reject ﬁrst cohort of T Level students’. This situation is unfortunate because young people deserve clarity and breadth when it comes to choosing their options. Yet the tale of how universities have responded to T Levels is more complicated than the headlines suggest. It is not the case that institutions have refused to play ball. Rather, they have been on the receiving end of a shifting policy narrative. When the T Level route was ﬁrst mooted, it was for people not on course for university. T Levels were to provide an improved ‘technical option’ for those not on the separate ‘academic option’ that generally leads to a degree. At the time, ministers made it clear this technical option was ‘to be clearly delineated from the academic option’. They even emphasised the two routes ‘are designed for different purposes’. While it was always thought some people would jump from one path

Mixed messages

NICK HILLMAN is director of the Higher Education Policy Institute to the other, it was thought bridging courses would generally be necessary to make the Simultaneously,leap. it seemed most people would not wish to make this leap because a better technical offer at Levels 4 and 5 would also improve the technical pathway. In the words of the Department for Education, this would be a good ‘alternative to a university degree’.

The government’s plans had their detractors but there was an internal logic and in some ways an alluring simplicity, which could make it easier for some people to make important decisions about their own lives. The challenge is that policy is rarely static, and the T Level story is one of mission creep followed by confusion.

In particular, it was originally decreed that it would be necessary to acquire Level 2 qualiﬁcations in maths and English before acquiring a Level 3 T Level. Ministers then began querying why universities were not welcoming T Level students with open arms.

Universities have also had to cope with the threat of defunding other tried-and-tested Level 3 qualiﬁcations, such as BTECs, which have become a well-worn path to higher education in recent years. So I sympathise with universities. It is no wonder some have felt unable to be clear about how they will treat a brand-new qualiﬁcation that has already been regularly changed and which is not yet fully rolled out.

Moreover, universities do not yet know how T Level entrants will thrive (or otherwise) in their institutions. If it were ever to be the case that T Level students were shown to struggle on traditional degree programmes, it could be irresponsible to encourage them to enrol without ﬁrst developing an understanding of why and how to tackle the problem.

But despite all these jolts in the road, let me end where I started: it is in everyone’s interests –policymakers, employers and students – if universities are able to satisfy the needs of T Level students. For example, it would make their campuses more diverse, improving the learning environment, and boosting the presence of historically underrepresented groups.

THE T LEVEL STORY IS ONE OF MISSION CREEP FOLLOWED BY CONFUSION OPINION NICK HILLMAN

10 INTUITION AUTUMN 2022 T LEVELS

Universities are under ﬁre for their response to T Level students. But it is in the interests of the whole sector – and society – for this to be resolved, says Nick Hillman

The shifting narrative left universities, whose autonomy on admissions is enshrined in primary legislation, facing uncertainty. They have had to keep up with the shifting ambitions of the numerous secretaries of state for education in place since the 2016 Sainsbury Review ﬁrst ﬂoated T Levels.

But, in November 2021, they unwound this Level 2 requirement. Separately, they also suggested barring access to degree courses for young people without a Level 2 qualiﬁcation in maths and English. So they were expecting universities to open their doors to T Level students while removing the Level 2 requirement in English and maths for T Levels and simultaneously mooting a new Level 2 requirement for degree courses.

I realise that saying no at work presents challenges. You cannot simply refuse to do the bits of your job you do not like. You should say no when things are unreasonable, outside the scope of your role, or force you to sacriﬁce your wellbeing. Remember, your employer and your learners get the best out of you when you are happy and well, so everybody wins.

busy, so want to say no, offer two wins. For example, “I’d love to talk to you. I can speak to you at 10.30am when I am on my break or at 4pm when I have ﬁnished teaching. What would you prefer?”

7. No + body language: Use your body language and facial expression to reinforce the no – ensure your face matches your message.

Learning to prioritise your own wellbeing is essential to producing the best version of yourself as a teacher. Being able to say ‘no’ when justiﬁed is an important part of that, says Martine Ellis FSET ATS

AUTUMN 2022 INTUITION 11 MARTINE ELLIS FSET ATS is a teacher, writer and lifelong learner @MartineGuernsey PERSONAL WELLBEING

I’d love to know your top takeaway from this column. Look me up on LinkedIn or Twitter, and let’s talk more about how to develop a wellbeing-ﬁrst mindset. being negative and unhelpful. Saying yes to everything means you avoid FOMO (fear of missing out). But learning to say no might be the most important investment you make in your wellbeing, ever. Here are eight ways to say no:

When to say ‘no’

Of course, you shouldn’t say no to everything, but at the very least, make it an option. Saying ‘no’ now means you can say ‘yes’ to something extraordinary in the future. Deploy your ‘yes’ with care – ensure you are in the right place mentally and physically to act on it.

6. No + alternative: Offer an alternative, – for example, “No, I cannot do this for you but what I can do is…”

Someone with a wellbeing-ﬁrst mindset acknowledges that to care for others, they need to care for themselves as a priority. They know that to do well, they need to be well. They understand that prioritising personal wellbeing means they bring their best self to all aspects of their life. One way to practise a wellbeing-ﬁrst mindset is by setting clear boundaries, for example, between work and home.

1. Unambiguous no: Immediately use the word ‘no’; be clear and don’t waffle. Walk away if you have to.

5. No + because: Try following your ‘no’ with a ‘because’. In the right circumstances, the ‘because’ can help the ‘no’ be understood. You might need to use another strategy to reinforce your no afterwards.

4. Win-win no: Offer two alternatives that better suit your needs. For example, if a colleague asks, “Do you have a minute to talk about something?” and you are YOUR EMPLOYER AND YOUR LEARNERS GET THE BEST OUT OF YOU WHEN YOU ARE HAPPY AND WELL

8. No + consequences: This strategy can work well when someone more senior asks you to do something you believe is unreasonable. Rather than reacting emotionally, calmly explain, “If I do this now, then X will not get completed – what is your preference?” It’s not a direct no, but it is still an effective strategy in the right circumstances.

MARTINE ELLIS OPINION

For example: “No, this simply cannot happen today, no, as I explained…”

2. Broken record no: Use this technique in more heated discussions. Calmly but ﬁrmly repeat the word ‘no’.

3. Empathetic no: Acknowledge how the other person will feel when you say no but still say it. Empathise. Validate that person’s feelings if they need it, for example, “No, I cannot – I know you will be upset and disappointed, but…”

I have a question for you (and yes, it’s deliberately a little provocative): what if you put yourself and your needs first? It’s an uncomfortable question. You are an educator, so it’s your job to put others’ needs before yours. You are in a caring profession. Sacrificing your wellbeing is in the job description... isn’t it? No, I’m pretty sure it isn’t. In fact, being in a caring profession makes adopting a wellbeing-first mindset essential.

Some of the ways I create boundaries between work and home include: Not having work emails on my personal mobile device Adjusting my perfectionist tendencies so I can complete my job within reasonably regular working hours. My mantra is ‘B+ work is OK’ Saying no to specific requests so I can prioritise rest when needed. Saying no is arguably the most challenging boundary-setting strategy, so let’s dig into it further. It’s worth reflecting on why saying no is so difficult. If you say no, you risk upsetting people and creating conflict. You risk getting a reputation for

Standing

PLAN AHEAD

A fter a few turbulent years, it seems many people in the further education (FE) and training sector are reﬂecting on where their career is heading next, with some deciding it is time for a new challenge. With the changing tides in FE following the Education Inspection Framework and Skills for Jobs White Paper, the good news is there is now a wealth of roles within the FE sector available to those looking to land another job, providing you take a focused approach to your career planning. Many teachers may be looking to land another FE post after the challenges of the past two years. Knowing where to start – and how to give yourself the best chance of landing a new role – is vital, says Dean Renphrey

STAY ALERT Identify the types of FE opportunities you’re interested in and the organisations you would love to work for. Take a targeted approach when searching for FE job opportunities. This goes beyond simply searching, saving or signing up for job alerts; many institutions are now building talent pools as a way of staying connected with potential future employees. Joining a talent pool is a great way of remaining visible to your preferred employers and showcasing your skills early on in their recruitment process.

While our careers are often full of curveballs, having a plan for progression is a great first step. It sounds obvious, but it’s the building block for the next five steps. If you roughly know where in FE you want to be, then you can focus your efforts and give yourself every opportunity of getting there. This can guide which projects you involve yourself in during your current role and align your efforts in finding the role you aspire to. Employment and education are changing, so focus is of greater importance now there are more variables to consider. For many, work pattern and flexibility may warrant stronger consideration post-pandemic. Overall, it’s best to be sure what you want before you start your search.

OUT 12 12 INTUITION AUTUMN 2022 ADVICE FIND YOUR NEXT FE JOB

PUT IT IN WRITING

Blended careers are increasingly popular, with many professionals operating in multiple institutions or even industries across the working week. This is something FE has long been used to and, while balancing multiple priorities is always tricky, it can be a great way to pick up experience and combine interests. If you’re interested in moving to a different part of FE or combining teaching with something completely different, try a new role before committing to it fully.

DIP YOUR TOE IN

KEEP ON LEARNING At the heart of FE is lifelong learning – make time to practise what you preach. Online study has changed the way we learn, offering us more access to knowledge than we could have everFromimagined.digital skills to pedagogical development or even a refresher from a related industry, the options are endless. A passion for education and for learning should go hand in hand. Your own CPD beneﬁts your learners, broadens your network and is likely to be a toanyonerequirementminimumforlookinghireyou.

GET CONNECTED

ISTOCKILLUSTRATIONS: DEAN RENPHREY is a director at the Eteach Group. He has 12 sector.furtherexperienceyears’intheeducation

fejobs.com

The power of social media goes way beyond the superﬁcial. By all means, show off your work and shout about your successes, but there is so much more to be gained. LinkedIn and Twitter give you access to a wealth of knowledge from experts across the FE sector. Who better to learn from? The best advice we can give you is to maximise on social: connect and collaborate with peers to up your game and refresh your resources; research potential employers; grow your network and build your own personal brand.

AUTUMN 2022 INTUITION 13 FIND YOUR NEXT FE JOB ADVICE

As well as candidate profiles and online forms, CVs and covering letters remain a big part of any recruitment process. There are countless articles offering conflicting information on how best to approach these, so I won’t further confuse matters by going into detail here, but clarity is key. Applying for a job, writing a cover letter and showcasing your best points (specific to the role) are all skills that can be honed with practice. Imagine the job description as a set of questions: does your application have the answers? If you’re not sure, get feedback from others. Still not sure? Hire a professional to look at your CV for you.

SKILLSGREENGROWING

14 INTUITION AUTUMN 2022 FEATURE GREEN SKILLS D uring the summer of 2022, the thatunprecedentedexperiencedUKanheatwavecausedimmense damage and disruption, catapulting the issue of climate change and the drive for net zero ﬁrmly to the forefront of many minds. Ensuring the country has the green skills it needs for the future – and to meet its commitment of achieving net zero by 2050 – is dependent on a commitment to lifelong learning, and the drive for sustainability is having an impact on course content and careers available. Charlotte Bonner, national head of education for sustainable development (ESD) at the Education The further education and training sector has a pivotal role in ensuring the UK can meet its net-zero obligations. Elizabeth Holmes explores the progress made to date, and what more needs to happen

IMAGESIKONILLUSTRATIONS:

AUTUMN 2022 INTUITION 15 GREEN SKILLS FEATURE and Training Foundation, acknowledges that the UK workforce does not currently have the necessary skills and capacity needed for the net-zero transition and the achievement of the UN Sustainable Development Goals (SDGs). “The further education [FE] and training sector has a critical role to play in enabling this transition as well as in meeting other positive andeducationthatjobs,”pipelinesemployersworkingthoseoutcomes,sustainabilitydevelopingskillsandwithtocreateintothoseshesays.Bonnerexplainsthechanginglandscape,particularlytheadvent

“All staff undertook carbon literacy training to help them plan changes in their own areas,” she says.

REPRESENTATION IS A BIG ISSUE. YOUNG PEOPLE NEED TO SEE PEOPLE LIKE THEM IN A CAREER

CURRICULUM CHANGES

Hansen-Maughan believes FE has a vital role to play in contributing to the green skills landscape. “It can cater to all those past school age, enabling people to participate in lifelong learning and make the most of opportunities available,” she says.

“It can mould its offer to hit targets and local need. It can work directly with businesses to ensure training is developed and help people upskill, as well as delivering skills to those starting their careers.”

At the time of interview, Holly HansenMaughan was partnership and development manager at Harrogate College, which has been taking steps to embed sustainability across all its curriculum areas.

of local skills improvement plans, provides a valuable opportunity for green skills to be embedded within local approaches to skills development. This should ensure the right skills are being developed and the transition to more sustainable technologies is managed well, so that those in roles that will become obsolete in future have opportunities to upskill or retrain into green jobs.

CASE STUDY

“For example, the hair and beauty department are recycling all used products – even hair, to be recycled into mats that clear oil spills!”

The college has also worked on its curriculum to ensure new green skills training in growing industries are developed. In the past year, it has launched retroﬁt training in its construction department and collaborated with various partners to demonstrate the impact this can have.

“Action is needed at a national, regional and organisational level,” she says. “FE providers as well as employers, sector bodies and other stakeholders need to collaborate while beneﬁting from signiﬁcant government incentives and longterm commitment to ensure they are able to transform to align with national priorities.” Skills concerns Bonner’s views are echoed by Jenny Young, deputy director of strategy and policy at the Engineering Construction Industry Training Board. “A big concern is that the workforce required to deliver net zero is not available at the volume required,” she explains. “Around 25,000 new engineering construction jobs need to be created by 2026 to deliver planned infrastructure projects.

Sarah Condren is staff development manager at Burnley College, which is working closely with The Lancashire Colleges Group to develop a facility to support green careers and the skills needs of both local and regional employers, using the Strategic Development Fund. “The collaborative approach is enabling colleges to focus on a wide range of skills needs, from emerging technologies to retroﬁt and electric vehicle solutions,” she says. The curriculum has focused on key themes: emerging technologies, behavioural change, data analysis, and introduction to net“Wezero.are in the process of developing 10 modules for delivery to employers and students,” she explains. “Each of our apprenticeship standards will contain a ‘Green Mark’ to demonstrate the sustainability focus of that particular sector. The lecturing teams are receiving carbon literacy training to enable embedded delivery across curriculum, viewing ESD as an essential aspect of a learner’s programme of study, from both a tutorial and subject perspective. “As a college we have made signiﬁcant in-roads in developing facilities and curriculum to support growth in this area, but we have found a lack of true understanding from our employers as to what they need from a skills perspective, as many of the careers do not yet exist. To overcome this, we have engaged with a wide range of colleagues to ensure we can offer robust advice and guidance.”

“Unemployment is at a historic low, and we have seen a prolonged drop in the numbers starting on engineering and manufacturing apprenticeships, placing the country on the verge of a skills shortage. Every sector of the economy is feeling the same pressure.” In engineering construction, this is compounded by the fact that work often tends to be cyclical, with the workforce moving between employers, which can deter employers from investing in training. Lexie Jones, CEO at Change Agents UK, also sees how critical green skills and green careers are to the delivery of net zero and progress on the SDGs. “This isn’t a niche area,” she says. “All careers and subjects must become ‘green’ in order for us to make a successful transition. Education must shift to reﬂect this, preparing students adequately for the future.” This may require a signiﬁcant shift in curriculum in some cases, she says. “We must be prepared to make big changes rather than piecemeal, ‘bolton’ tweaks or one-off interventions. New courses in emerging technical areas will need to evolve, alongside a greater focus on interdisciplinarity, understanding systems and the interconnectedness of things. Linking education and training to futurefocused work lends itself to progress in this area, providing we understand the changing nature of employability and future work and careers.”

COLLABORATIVE APPROACH

CASE STUDY

16 INTUITION AUTUMN 2022 FEATURE GREEN SKILLS

WE WANT TO SEE TEACHING ON CLIMATE CHANGE ANDALLISSUESSUSTAINABILITYACROSSSTAGESOFTHECURRICULUM

The number of jobs that could come from coastal restoration, tree planting and urban green spaces, the Green Alliance says amount of the UK

AUTUMN 2022 INTUITION 17 GREEN SKILLS FEATURE

Government strategy

“The vast majority of skills that exist already in the engineering sector are equally applicable to energy transition,” says Young. “There will be some skills differences but they are relatively few, around safety considerations. An engineer is an engineer. The difference comes from the context.”

ELIZABETH HOLMES is a freelance journalist specialising in the education sector

A lack of diversity is also an issue in attracting people to study scientiﬁc and engineering subjects. The 2021 workforce census showed that the UK workforce is largely 50/50 male and female. The engineering and construction industry is 86 per cent male. “We have to appeal to a much wider demographic,” Young explains. “Representation is important. Young people need to see people like them in a career. We need representation from everybody, otherwise we’ll have a skills shortage.”

Getting ahead FE institutions are well placed to support delivery of the right green skills in the economy, but there is a need to ensure that changes to the education sector are front-loaded, to avoid a lag between societal and industry need and what is being taught. “To support this,” Murdoch says, “we want to see teaching on climate change and sustainability issues across all stages of the curriculum, as well as better training for teachers, including across subjects which are not usually considered as part of the transition, such as arts and media. We also see there being a key role for education institutions – in particular in FE – to make more ﬂexible and modular courses available for those who are already in work and want to retrain without taking extended time away.”

Another problem is the use of the term ‘green’ itself, which she believes can put people off working in certain sectors.

16,000

“The oil, gas and nuclear industries are not seen as green,” she adds. “But the sustainability journey starts with decarbonising. Some sectors have to change before they can become green.”

400,000

The net-zero transition is not simply about adapting the opportunities currently available. Josie Murdoch, senior policy officer at Aldersgate Group, Leaders for a Sustainable Economy, highlights the immense job creation opportunities. “The National Grid has estimated 400,000 jobs could be created in energy and the Construction Industry Training Board has estimated 350,000 new construction jobs will be created by 2028 for net zero,” she points out. “The Green Alliance found that more than 16,000 new jobs can be created through coastal restoration, tree planting and urban green spaces, across areas with the greatest employment challenges.” However, skills shortages remain central to the issue of green careers.

“Some 91 per cent of UK businesses are already experiencing skills shortages, and it is critical that the future workforce across all sectors – not just the ‘green’ sector – has an understanding of climate change and also the fact that they will be working in a world that is carbon and resource-constrained,” she explains.

Young supports the call for ﬂexibility.

The number of jobs that need to be created in energy to help the UK meet netzero goals, according to the National Grid

The publication of the Department for Education’s sustainability and climate strategy in April 2022 has been widely welcomed, but many would have liked to see more ambition. As Murdoch points out, the establishment of the Green Jobs Delivery Group in May, which will “help to deliver the creation of 480,000 skilled well-paid green jobs by 2030”, will be critical for implementing the recommendations of the Green Jobs Taskforce.“TheNetZero Strategy should now be built upon to increase collaboration between national government, local bodies such as local enterprise partnerships [LEPs], businesses and education institutions,” suggests Murdoch. “For example, courses tailored to the offshore wind industry were enabled by close collaboration between Humber and Solent LEPs, UTCs [university technical colleges] and universities, and key businesses such as Orsted, Siemens and Vestas. We would like to see more of these opportunities for new courses which are linked with businesses in key technologies for the transition – such as hydrogen and carbon capture and storage.” A focus on transferrable skills would be widely welcomed for the sector too.

86% The

For more information on ESD in different subject areas, visit esd-resources/esd-in-different-subject-areaset-foundation.co.uk/resources/esd/

“Is there a way of making entry routes into the sector more ﬂexible and progressive?” she asks. “Could people upskill as they go? The catch-22 that faces the industry is the lead time in developing the skills required, and the fact that in the operating model in this sector employers are not able to take people on upfront ahead of a major project. ”

male,industryconstructionthatisgovernment ﬁgures show

PROFESSIONAL STANDARDS

18 INTUITION AUTUMN 2022 FEATURE

Any form of teaching requires the demonstration of high levels of ethics and professionalism, which should underpin everything else. The ETF’s new Professional Standards aim to provide a set of aspirations for the modern world, without adding to the load for teachers. Jo Faragher ﬁnds out more

THE SAFEGUARDINGSECTOR

A 2019 survey of those who use them found that 87 per cent felt they had made a positive difference to their professional practice, so it made sense to refresh the list rather than overhaul it.

GETTYPHOTOGRAPHY:

DAVID GAME COLLEGE

The ETF’s first set of 20 professional standards were developed and published in 2014, following the findings of an independent report by Lord Lingfield.

“Many of them have stood the test of time but needed to be refreshed,” adds Dowell. A good example is the standard around technology, which now encourages practitioners to “select and use digital technologies safely and effectively”, reﬂecting not just the myriad of digital tools available but the need to consider safeguarding issues and the wider technology strategy of their organisation. Fresh focus Education for sustainable development has become an increasingly core value for further education professionals to embrace. But this doesn’t just mean At City of Liverpool College, Dr Monica Chavez has introduced a three-pillar framework that staff can work with: social capital, cultural worth and building resilience. Her new role as director of cultural and social studies at the college is to translate these pillars into the context of courses and qualiﬁcations. “The college does a fantastic job of delivering the formal curriculum, but we want to embed and strengthen these pillars through pedagogy,” she explains.

A professional standards framework helps learners too, Davis says. “Further education students are close to moving into work where they may be subject to a professional code of conduct. If teachers are acting in a professional and appropriate manner, the students carry that with them,” he adds.

AUTUMN 2022 INTUITION 19 PROFESSIONAL STANDARDS FEATURE

t a time when standards in the very highest public office have come under scrutiny, the behaviour and ethics of further education professionals may feel a million miles away. Yet the timing of the release of a refreshed set of Professional Standards by the Education and Training Foundation (ETF) could not be more relevant, as teachers and leaders deal with an increasingly complex set of challenges alongside their day-to-day roles.

“You are not just a teacher any more – there are so many hats you have in the role now, and so many responsibilities for that learner’s journey,” says Andrew Dowell MSET QTLS, head of professional status and standards at the ETF. The pandemic only intensiﬁed this, with some teachers delivering lessons from their homes, and the subsequent revolution in online learning and working. Recent years have also seen the increased importance of the sustainability agenda – particularly among young people – and a sharper focus on issues such as racism, gender identity and mental health, all of which further education teachers may encounter in their practice.

Davis. “What I liked about the ETF Professional Standards review was the emphasis on not having to ‘be the solution’. If you can’t answer a question, it should be a case of ‘I can’t help you, but I know someone who can’.”

At classroom level, this will involve activities such as peer learning and, potentially, networking or mentoring programmes within qualiﬁcations. However, one challenge is convincing staff that this is yet another thing they need to add to their workload. Chavez adds: “It’s not about doing more; it’s about auditing your practice and getting rid of the things that no longer serve CASE STUDY

Crucially, teachers and leaders need to have an open mind and be willing to ask questions. “There can be a fear of talking about certain things, so we ensure staff are exposed to new ways of thinking and aware of potential biases. It’s important that standards feel like second nature rather than extra work. If you’re a good teacher, you’re probably doing that already.” focusing on reducing emissions or short courses on the environment; the deﬁnition is far broader. “This encompasses societal health, our communities and how we can take a whole-organisation approach,” says Charlotte Bonner, ETF’s head of sustainability. The ETF has produced subject- and setting-speciﬁc resources to help teachers embed sustainability into their classes. For example, an animal care course might include discussions around habitat conservation or sustainable business practices, while sport students could consider how they could use sport to engage the community. “Teaching this might seem easier if you’re a geographer, but there are examples of embedded sustainability in all aspects of education,” says Bonner. “It’s about how you make it relevant to what you’re there to teach, rather than something adjacent to it.”

David Game is an independent sixth form college in London offering GCSE, A Level and university foundation programmes alongside English language courses for international learners. Last year it joined forces with LILA College in Liverpool to bring sixth form provision to students in the city alongside LILA’s language school. One of the central aspects of this partnership will be its learning community, says Tom Davis, principal. “People will have multiple jobs, even careers, over their lifetime, and if they are embedded in a wider skills community they can pick up the skills and conﬁdence to walk into any employment situation,” he says. Teaching staff are encouraged to be reﬂective and observe each other’s practice. “If someone has found a good way of showing a complex concept, why not ask a colleague to watch how you deliver and give feedback?” adds

“This supports the development and embedding of cross-cutting principles as part of an enriching curriculum, linked to the working environment and issues around respect, behaviour and values, safeguarding and sustainability.”

On a day-to-day level, the organisation ensures that staff are abreast of some of the challenges facing learners or colleagues that may have different backgrounds to their own, with groups set up to champion issues around disability, race, gender, women and the menopause. “Through our different network groups, staff draw on their lived experience and that of their learners and service users,” she adds.

Dr Paul Tully FSET, professionalism manager at the ETF, believes a core element of professionalism in practice is in building a “culture of inquiry” among teaching staff, where they can talk about practice, feel comfortable asking questions and discuss feedback in a non-judgemental way. He hopes this can ignite enthusiasm into a sector that has faced its fair share of ups and downs in recent years. “The aim is to build emphasis around working with others and collegial practice,” he says. “After all, the sector can be a difficult place to teach in with challenging conditions, long hours and learners at different levels.” For a full list of the ETF’s Professional Standards, visit career-stages/et-foundation.co.uk/professional-standards/supportToet-foundation.co.uk/professional-standards/seehowtheProfessionalStandardscanteachersthroughouttheircareer,visit

you or your students. Teachers are exhausted, but a different approach can ignite their enthusiasm and strengthen their practice.” Adult environment In adult education settings, the tone around professionalism and ethical practice tends to be set by the local authority and the work of councils. “As the majority of our settings are in local authorities, they tend to be tied into that ethos of citizenship, and the ‘place agenda’, which refers to the role we serve in our communities,” explains Dr Sue Pember, policy director of HOLEX, an organisation that supports adult learning leaders.

It’s worth noting that in a recent review of Ofsted inspection outcomes, 88 per cent of adult community education providers were rated as good or outstanding, compared with 70 per cent of overall further education settings.

Another common thread was the willingness among practitioners to share good practice and resources, whether that’s a budget calculation for a new course offering or a staff development policy. Dr Pember believes there have been three key elements in embedding good practice with adult learning leaders and teachers: updating their continuous professional development; building a shared language; and robust succession planning. n, do aw experien e was a similari moralnsuriheir”shea ac ro ldinfegndnnin y ngnddds. their continuous development; bu shared languag e succession pl

Careers link One of the most effective ways to embed professionalism and standards into practice is by linking it to career paths and aspirations. In July, the ETF published a new set of resources showing how teachers and leaders in the sector can role-model the standards at three stages in their career: early career; experienced (with several years of teaching behind them); and advanced (those with more than ﬁve years’ experience who are known for championing and inﬂuencing good practice).

“When we looked into how we could sustain this success, there was a similarity throughout – a strong moral and public sector compass ensuring teachers best support their residents and learners,” she adds.

20 INTUITION AUTUMN 2022 FEATURE PROFESSIONAL STANDARDS

JO FARAGHER is a freelance journalist and former editor of TES magazine CASE STUDY IXION Training provider Ixion, which is part of the Shaw Trust charity, has “clear and effective governance arrangements in place, which involve setting clear strategic priorities, overseeing the ﬁnancial security of the organisation and helping all staff to raise standards”, according to managing director Jacqui Oughton.

However, without clear messages from the top, supporting further education professionals to embrace a framework of standards can fall ﬂat. Hayley Igbokwe, governance manager at the Association of Colleges, says: “The governing board has the responsibility of setting the organisation’s character through agreeing a mission, vision and values. They then ensure the delivery of these through an agreed strategic plan. Every aspect of oversight, support, challenge and decision will be made through the lens of that strategic plan and their mission, vision and values.”

IT’S NOT ABOUT DOING MORE; IT’S ABOUT GETTING RID OF THINGS THAT NO LONGER SERVE YOU OR YOUR STUDENTS

Practitioners are also kept up to date on learners’ evolving health and safety needs. “The end-result of this investment in quality is that our employer clients value highly our apprentices’ exceptional professionalism in the work they undertake,” says Oughton.

SEND plays a pivotal role in improving the prospects and life chances of learners. It’s also an area facing signiﬁcant change on the back of the government’s review. David Adams examines a sector facing a period of upheaval

Y oung people and adults with special educational needs and disabilities (SEND) make approximatelyuponequarter of all college learners, according to ﬁgures from the Association of Colleges (AoC). Many attend specialist SEND further education (FE) colleges, while others attend general and other FE colleges, such as land colleges. Yet more will form part of the adult or community learning sector. “Supporting SEND learners is a huge part of the work of all FE colleges,” says David Holloway, senior policy manager

UNDERSCRUTINY

AUTUMN 2022 INTUITION 21 SEND SECTOR FOCUS

TO LEARN FROM ONE ANOTHER AND FROM STUDENTSTHEIR 22 INTUITION AUTUMN 2022 SECTOR FOCUS SEND

There were some useful proposals outlined in the document, but it was overwhelmingly focused on schools –FE was barely mentioned. “We welcome standardising education, health and care plans,” says Teresa Carroll, national head for inclusion at the Education and Training Foundation (ETF). “We would like a system that offers more inclusive education within the mainstream. But we’re disappointed that [the Green Paper lacked] recognition of the FE system.”

Ripe for reform

A new national framework of banding and price tariffs for funding.

COLLEGELANDMARKSPHOTOGRAPHY: THIS IS A SECTOR WHERE PEOPLE

for SEND at the AoC. It is also often very successful. “I often hear of students who left school with no qualiﬁcations and problematic behaviour, but when they are treated differently in an FE college that can be enough to allow them to succeed.” That record of success was disrupted by the pandemic. Some SEND learners had to shield at home for months; some were unable to use online learning technologies. But specialist and general FE colleges continued to deliver faceto-face learning and support to at least some and, as restrictions allowed, eventually to all SEND learners. “On the whole, the sector coped admirably,” says Ruth Perry, senior policy manager at Natspec, the membership association for organisations offering specialist FE to SEND learners. But she also notes that some learners lost conﬁdence, practical and social skills, or even physical capabilities during the long periods they could not attend college.

“Every local authority should have a plan for where it can place learners with the full range of needs for provision, post-16,” she says. “That may mean drawing on regional provision. Some learners will need a specialist college place and that should be included in strategic planning, rather than families having to go through a tribunal to get that provision.”

Proposals included: New national standards for identifying and meeting learners’ needs throughout “a child’s journey across education, health and care” from early years to FE Creation of local SEND partnerships, comprising education, health and care organisations, local authorities and other partners, that would produce local inclusion plans to meet the new standards

Misconceptions

Joanne Rees-Proud, principal at Hedleys College, near Newcastle, which has about 80 students with a wide variety of different needs, says staff recruitment and sickness also created problems. “We had to use more agency staff than ever before. Sometimes we had to ask students to stay at home because we couldn’t get staff to meet their needs,” she explains.

Natspec also welcomed some proposals, but was disappointed by the lack of focus on FE and specialist provision, a lack of capital funding for colleges linked to SEND, and a lack of further investment either in post-education support for learners, or in FE staff. “It was really disappointing,” says Perry.

It is clear that the current system that is supposed to enable colleges to meet the needs of these learners is in urgent need of reform. In March 2022 the Department for Education published its long-delayed SEND Review Green Paper, Right support, right place, right time.

While a route into work is not always an end goal, many SEND learners would beneﬁt from policies that might increase opportunities to ﬁnd paid employment. In June 2022, the ETF published a report aimed at employers: Why diversifying your workforce is good for business, based on the experiences of employers who provided work experience and paid ARE PREPARED

WE WELCOME STANDARDISING EDUCATION, HEALTH AND CARE PLANS. BUT WE’RE DISAPPOINTED THAT THE GREEN PAPER LACKED RECOGNITION OF THE FE SYSTEM

But it is also vital that specialist colleges continue to play a key role in supporting these learners, says Holloway. He says the way the sector has already got better at identifying and meeting individuals’ needs makes him optimistic about the future.

employment to young people with SEND.

Another collaborative initiative that should deliver further positive results will be the Universal SEND Services programme, which will be delivered by the National Association for Special Educational Needs until 2025.

“This is a sector where people believe in what they’re doing, are prepared to learn from one another, and from their students,” he says. “We’re doing a good job and have the potential to get better, if some of these issues, like transitions, can be improved.”

AUTUMN 2022 INTUITION 23 SEND SECTOR FOCUS

DAVID ADAMS is a freelance journalist or between colleges and schools, are helping to improve SEND provision within both specialist and general FE colleges; and transitions from school to FE. ETF research published in June 2022 studied the beneﬁts created by 13 partnerships between specialist and general FE colleges supported by Natspec, the AOC and the ETF. These beneﬁts include enriched learning opportunities through shared provision delivery and facilities; and improved CPD opportunities for staff.

Other sector-led initiatives could also help SEND learners and the colleges they attend. The ETF has co-ordinated the creation of three national Centres for Excellence in SEND to offer expert support to FE organisations’ leaders, managers and practitioners. They are at Weston College in Somerset, where the key focus is inclusive teaching and learning being everybody’s business and looking after the mental, social and emotional needs of staff and learners; Derby College, which focuses on a curriculum with a clear purpose for SEND learners; and City College Norwich, where the focus is on SEND learners being present within communities that recognise and embrace their potential. These collaborations, alongside other partnerships between colleges,

Cash injection And, of course, more funding would help every college. Perry says there is a need to redraft part of the SEND Code of Practice to ensure more local authorities fund education beyond 19 for SEND learners.

“Some local authorities are reluctant to fund past 19 unless a young person is heading for paid employment, but it’s also supposed to be available if you’re still heading for FE outcomes,” she explains. More money would also help colleges to recruit and retain staff. “It’s about growing your own for the sector,” says Weston College head of faculty Sam Mayhew, “so there are robust qualiﬁcations and training in place for staff to become specialist practitioners; and ensuring they can progress into management roles at parity with their peers in schools and other colleges.”

Landmarks College, based near Sheffield, is a SEND specialist college with a major focus on helping some learners ﬁnd paid employment. Employer partners include the brewery Greene King, through which some learners complete internships and may be offered a job at the end. But Landmarks principal and CEO Larry Brocklesby acknowledges that some learners will not end up in paid work. Some may be discouraged from accepting a job offer because it could mean their family loses beneﬁts upon which it depends. “A way of removing that cliffedge would help,” he says. The current system can create barriers, agrees Carroll, and can make young people and their families fearful of change.

Congratulations

ROLL OF HONOUR AWARDS

QTLS

Anthony Whittaker-Mahoney FSET Antonio Molina Campos MSET QTLS Anzar MSET QTLS Apinke Awotona MSET QTLS Aqdas Amir MSET QTLS Aquib Housein MSET QTLS Archana Jaunbocus MSET QTLS Arta Bera MSET QTLS Arti Bharadia MSET QTLS Asad Khan MSET QTLS Ash Elverson-Webb MSET QTLS Ashleigh Foster-Brooks MSET QTLS Ashley Noble MSET QTLS Augusta Ehinoma Oloke MSET QTLS Ava Tadjrishi MSET QTLS Aysha Nisa MSET QTLS Ayub Zaman MSET QTLS Azadeh Sarlak MSET QTLS Barbie Cheung MSET QTLS Barry Spencer MSET QTLS Benjamin Richards MSET QTLS Beth Rushby MSET QTLS Bethany Laws MSET QTLS Bethany Varndell-Dawes MSET QTLS Billy Russell MSET QTLS Boss Seva MSET QTLS Bradley Rowley MSET QTLS Bruchi Cohen MSET QTLS Bryony Radley MSET QTLS Bushra Ali MSET QTLS Caitlin Green MSET QTLS Caitlin Worton-Scott MSET QTLS Callum Bartlam MSET QTLS Carla Blainey MSET QTLS Carlie Carter MSET QTLS Carmel Moss MSET QTLS Carol Barreto MSET QTLS Carolina Cadete Borges MSET QTLS Caroline Payne MSET QTLS Carrie Carter MSET QTLS Catherine Kanga MSET QTLS Catherine Quinn MSET QTLS Catherine Sioned Davies MSET QTLS Celia Green MSET QTLS Ceri Tiplady MSET QTLS Chana Conick MSET QTLS Charity Kate Burgess MSET QTLS Charlie Day MSET QTLS Charlotte Bosworth MSET QTLS Charlotte Furno MSET QTLS Charlotte Pritchard MSET QTLS Charmain Eaton MSET QTLS Cheryll Kung MSET QTLS Chloe Broadhurst MSET QTLS Christina Ellwood MSET QTLS

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Harry Griffiths MSET QTLS Hayley Akers MSET QTLS Heather Moore MSET QTLS Helen Brown MSET QTLS Helen Farmer MSET QTLS Helen Zinzan MSET QTLS Henry Turner MSET QTLS Huma Malik-Brown MSET QTLS Huseyin Cizer MSET QTLS Iain Duff MSET QTLS Ian Foulsham MSET QTLS Ibtihal Adam MSET QTLS Ifat Saeed MSET QTLS Igho Eyarhono MSET QTLS Ilona Wolczynska MSET QTLS Ines Ortiz MSET QTLS Jack Hancock MSET QTLS Jackie Stevens MSET QTLS Jade Hadley MSET QTLS Jagoda Jedamska MSET QTLS Jake Butler MSET QTLS Jalal Uddin Ahmed MSET QTLS James Blackwell MSET QTLS James Carey MSET QTLS James Earl MSET QTLS James Gatty MSET QTLS James Lambley MSET QTLS Jamie louise White MSET QTLS Jane Cronin MSET QTLS Jane Harris MSET QTLS Jane Hayman MSET QTLS Jane Marlow MSET QTLS Jane Sayner MSET QTLS Janice Atack MSET QTLS Janine Shipley MSET QTLS Jasmin Francis MSET QTLS Jayne Harpur MSET QTLS Jeanette Edwards MSET QTLS Jennifer Jones MSET QTLS Jennifer Wardle MSET QTLS Jenny Rees MSET QTLS Jess Lloyd MSET QTLS Jessica Leigh MSET QTLS Jessica Mills MSET QTLS Jessica Nuttell MSET QTLS Jeya Khan MSET QTLS Jill Carter MSET QTLS Jo-Anne Kirby MSET QTLS Joanna Langley MSET QTLS Joanna Seyfi MSET QTLS Joanne Collins MSET QTLS Joanne Fiddy MSET QTLS Joanne Franks MSET QTLS Joanne Oliver MSET QTLS Jodie Brown MSET QTLS Jodie Carney MSET QTLS Jodie Chorley MSET QTLS Jodie Pile MSET QTLS Jodie Radley MSET QTLS Joe Mannering MSET QTLS John Watkins MSET QTLS John Wood MSET QTLS John Wooldridge MSET QTLS Jon Broome MSET QTLS Jonathan Williams MSET QTLS Josh Ward MSET QTLS Joshua Feiner MSET QTLS Joshua Underwood MSET QTLS Julie Abu-Aita MSET QTLS Ka Yu Tong MSET QTLS Kamarla Smith MSET QTLS Kane Bates MSET QTLS Karen Bailey MSET QTLS Karen Barnett MSET QTLS Karen Edgell MSET QTLS Karen Godfrey MSET QTLS Karl Falconer MSET QTLS Kate Hale MSET QTLS Kate Lewis MSET QTLS Kate Roffey MSET QTLS Katerina Cahill MSET QTLS Katherine Barrett MSET QTLS Kathryn Watkin MSET QTLS Katie Adams MSET QTLS Katie Blake MSET QTLS Katie Chapman MSET QTLS Katie Courtney MSET QTLS Katie Darwin MSET QTLS Katie Marquis MSET QTLS Katie Wright MSET QTLS Katie-Jane Hobbs MSET QTLS Katy-Anne Waite MSET QTLS Kavern Batchelor MSET QTLS Kay Leuty MSET QTLS Kayleigh Stevens MSET QTLS Keely Henley MSET QTLS Kelly Dutton MSET QTLS Kelly Howe MSET QTLS Kelly Lane MSET QTLS Kelly Mahoney MSET QTLS Kelly Muir MSET QTLS Kelly Rayfield ASET Kerry Shay MSET QTLS Kim Jacob Lang MSET QTLS Kim Thompson MSET QTLS Kimberley Lancaster MSET QTLS Kimberly Mee MSET QTLS Kiran Sattar MSET QTLS Kirsty Parsons MSET QTLS Kirsty Winfield MSET QTLS

The people have successfully achieved QTLS or ATS status. to all!

24 INTUITION AUTUMN 2022 QTLS

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OCTOBER 2021 Abbey Bell MSET QTLS Abdurrahman Sufi MSET QTLS Abigail Gibbs MSET QTLS Abigail Ombler-Truran MSET QTLS Abimbola Joshua MSET QTLS Adam Beattie MSET QTLS Adele Bennison MSET QTLS Adetunji Idowu MSET QTLS Ahsan Ali MSET QTLS Aisha Jongman MSET QTLS Aisleen Parker MSET QTLS Aislinn Hammah MSET QTLS Alan Jones MSET QTLS Alena Akhtar MSET QTLS Aletheia Mashiri MSET QTLS

Alex Hodson-Smith MSET QTLS Alexander Head MSET QTLS Alexandra Twyman MSET QTLS Alice Warner MSET QTLS Alicia Vidal Nicholson MSET QTLS Alison Bates MSET QTLS Alison Marie Hopewell MSET QTLS Alison Olby MSET QTLS Alison Owen MSET QTLS Alison Scotney MSET QTLS Alison Smart MSET QTLS Alka Yadav MSET QTLS Althaf Hussain MSET QTLS Amaan Alam MSET QTLS Amanda Baldwin MSET QTLS

Amber Koyas MSET QTLS Amber Whitehead MSET QTLS Amie Felton MSET QTLS Amina Ali MSET QTLS Amna Jamal MSET QTLS Amritpaul Singh Bhullar MSET QTLS Amy Phillips MSET QTLS Amy Townley MSET QTLS Amy West MSET QTLS Andrea McDevitt MSET QTLS Andrew West MSET QTLS Andy Buckle MSET QTLS Andy Hamilton MSET QTLS Angela Hayward MSET QTLS Anisa Abdullah MSET QTLS Ann Ferguson MSET QTLS Anna Bishop MSET QTLS Anna Copper MSET QTLS Anne Gould MSET QTLS Anne Hamlett MSET QTLS Anne Triona Horrocks MSET QTLS

Christina Pennill MSET QTLS Christine Major MSET QTLS Christopher Brooker MSET QTLS Christopher Byrnes MSET QTLS Christopher Pratt MSET QTLS Christopher Snell MSET QTLS Christopher York MSET QTLS Ciara Porter MSET QTLS Claire Carkin MSET QTLS Claire Elshaikh MSET QTLS Clare Allison MSET QTLS Clare Challoner MSET QTLS Clare Harris MSET QTLS Claudia Algieri MSET QTLS Connor Russell MSET QTLS Conor Chipperfield MSET QTLS Corinne Gardner MSET QTLS Cyril Chinedu Ekuma Nkama MSET QTLS Dale Shirtliffe MSET QTLS Daliya George MSET QTLS Dan Dyke MSET QTLS Daniel Adams MSET QTLS Daniel Begal MSET QTLS Daniel Corr MSET QTLS Daniel Dishkin MSET QTLS Daniel Dotchin MSET QTLS Daniel Raw MSET QTLS Daniel Rook MSET QTLS Daniel Upton MSET QTLS Daniel Watts MSET QTLS Daniella Wilk MSET QTLS Danielle Byatte MSET QTLS Danielle Edgson MSET QTLS Danielle Lindoff MSET QTLS Danielle Porter MSET QTLS Darren Laycock MSET QTLS Darren Meitiner-Harvey MSET QTLS Darren Morris MSET QTLS Darryn Millman MSET QTLS David Campbell MSET QTLS David Gaskell MSET QTLS David Mills MSET QTLS David Poynton MSET QTLS Davoud Astani MSET QTLS Dawn Gibbon MSET QTLS Debbie Paradise MSET QTLS Deborah Holdridge MSET QTLS Deborah Kane MSET QTLS Declan Millward MSET QTLS Denis Bakir MSET QTLS Denis Ryder-Caddy MSET QTLS Dinah Heller MSET QTLS Dominic Games MSET QTLS Dominic Newstead MSET QTLS

Lucy Bower MSET QTLS Lucy Carpignani MSET QTLS Lucy White MSET QTLS Luisa Hopkinson MSET QTLS Luke Farmer MSET QTLS Lydia Allingham MSET QTLS Lyndsey Healey MSET QTLS Lynn Cassar MSET QTLS Ma Rubina Acal MSET QTLS Madhu Manjari Mandal MSET QTLS Mahbia Iqbal MSET QTLS Mansoora Haq MSET QTLS Margaret Alice Hall MSET QTLS Maria Zagni MSET QTLS Marianne Petty MSET QTLS Mark Amos MSET QTLS Mark Glenn Richardson MSET QTLS Mark Lees MSET QTLS Marta Zierik MSET QTLS Martyn Jackson MSET QTLS Mary Antony MSET QTLS Mary Rincy Chetian MSET QTLS Matthew Ayling MSET QTLS Matthew Garton MSET QTLS Matthew Kirby MSET QTLS Matthew Paxman MSET QTLS Megan Wakefield MSET QTLS Melanie Ward MSET QTLS Melissa Parke MSET QTLS Michael Bowerman MSET QTLS Michael Calvert MSET QTLS Michelle Atkinson MSET QTLS Miriam Herrington MSET QTLS Muhammad Ilyas Sadiq MSET QTLS Muna Mohamed MSET QTLS Myah Wasey MSET QTLS Nadezda Konovalova MSET QTLS Nadya Murray MSET QTLS Nana Amoah MSET QTLS Nana Sarpong MSET QTLS Naomi Egerton MSET QTLS Naomi Nunn MSET QTLS Natalie Harrison MSET QTLS Natasha Bonizzi MSET QTLS Natasha Orchard-Smith MSET QTLS Nayab Farooq MSET QTLS Nazia Nahar MSET QTLS Neil Bedecker MSET QTLS Niamh Maguire MSET QTLS Nicola Byrne MSET QTLS Nicola Ebdon MSET QTLS Nicola Hughes MSET QTLS Nicole Smith MSET QTLS Oliver Bellingham MSET QTLS Oliver Peachey MSET QTLS Oliver Samuel MSET QTLS Olly Bycroft MSET QTLS Omar Amin MSET QTLS Opal Trevor MSET QTLS Ozgur Arabul MSET QTLS Paige Burgess MSET QTLS Pamela Causton MSET QTLS Patricia Ihuomah MSET QTLS Patrick Green MSET QTLS Paul Adade-Foli MSET QTLS Paul Doidge MSET QTLS Paul Olenic MSET QTLS Paula Beeston MSET QTLS Penelope Jacques MSET QTLS Peter Hood MSET QTLS Peter Morley MSET QTLS Peter Odetunde MSET QTLS Peter Ojo MSET QTLS Peter Smith MSET QTLS Philip Brown MSET QTLS Philip Hassan MSET QTLS Philip Hinchliffe MSET QTLS Phillip Butterworth MSET QTLS Phoebe Savidge MSET QTLS Pradeep Antony MSET QTLS Qaisar Shah MSET QTLS Rachel Bowley MSET QTLS Rachel Geller MSET QTLS Rachel Meyer MSET QTLS Rachel Moran MSET QTLS Rachel Whitehurst MSET QTLS Rai’ut Seider MSET QTLS Rajan Soond MSET QTLS Rajiv Ariaraj MSET QTLS Ramazan Iskir MSET QTLS Rana Hughes MSET QTLS Ranjni Raghvani MSET QTLS Rasheda Hansrot MSET QTLS Rebecca Demetriou MSET QTLS Rebecca Edwards MSET QTLS Rebecca Goodwin MSET QTLS Rebecca Harrison FSET Rebecca Heeley MSET QTLS Rebecca King MSET QTLS Rebecca Nixon MSET QTLS Rebecca Walton Banks MSET QTLS Rebecca Warboys MSET QTLS Reza Orak MSET QTLS Rianne Hughes MSET QTLS Richard Bethell MSET QTLS Richard Crossman FSET Richard Squires MSET QTLS Richard Steadman MSET QTLS Rob Hodges MSET QTLS Robert Fieldsend MSET QTLS Robin Piggot MSET QTLS Robyn Clarke MSET QTLS Robyn Curnow MSET QTLS Roger Rich MSET QTLS Roland Jones MSET QTLS Romana Begum MSET QTLS Rose Marshall MSET QTLS Rosina Lillywhite MSET QTLS Roxy Iqbal MSET QTLS Ruby Khalfan MSET QTLS Rupesh Singh Rai MSET QTLS Ruta Astani MSET QTLS Ruth Omere MSET QTLS Ruth Seager MSET QTLS Saadia Adnan MSET QTLS Sabahat Waheed MSET QTLS Sabiyah Rafiq MSET QTLS Sabrina Morris MSET QTLS Sajida Khan MSET QTLS Sally Hobson MSET QTLS Sam Hicks MSET QTLS Sam Leslie MSET QTLS Sam Rushworth MSET QTLS Samad Naheem MSET QTLS Samantha Baseby MSET QTLS Samantha Dalton MSET QTLS Samantha Phipps MSET QTLS Samantha Rees MSET QTLS Samantha Town MSET QTLS Samantha-Marie Price MSET QTLS Sameera Mirza MSET QTLS Samina Faisal MSET QTLS Samuel Ayodele Forster MSET QTLS Sandra Nightingale MSET QTLS Sara Playfor MSET QTLS Sarah Ellis MSET QTLS Sarah Lane MSET QTLS Sarah Mason MSET QTLS Sarah Pearson MSET QTLS Sarah Pressley MSET QTLS Sarah Puma MSET QTLS Sarah Robertson MSET QTLS Sarah Whiteley MSET QTLS Sarita Lightfoot-Taylor MSET QTLS Sarita Sharma MSET QTLS Savanna Samms MSET QTLS Scott Corah MSET QTLS Sean O’Malley MSET QTLS Sebastian Paz MSET QTLS Seeme Faiyaz MSET QTLS Selma Siddique MSET QTLS Serena Porter MSET QTLS Shahida Parveen MSET QTLS Shannon Chisholm MSET QTLS Sharon Hawkins MSET QTLS Sharon Rutherford MSET QTLS Sharon Walton MSET QTLS Sheena Palmer MSET QTLS Shelby Cottam MSET QTLS Shelley Bristow MSET QTLS Shelley Roberts MSET QTLS Sian Judge MSET QTLS Sian Price MSET QTLS Simon James MSET QTLS Simone Babur-Puplett FSET Simone Clissold MSET QTLS Sin Neng Li MSET QTLS Sinem Yildirim MSET QTLS Sophia Bosscher Ahmad MSET QTLS Sophie Collins MSET QTLS Sophie Dear MSET QTLS Sophie Draper MSET QTLS Sophie Jane Eden MSET QTLS Sophie Joyce MSET QTLS Sophie Panons MSET QTLS Stacey Davis MSET QTLS Stacey Gatheral MSET QTLS Stedlyn Hogan MSET QTLS Stephen Blackman MSET QTLS Stephen Glenn Myers MSET QTLS Steve Hedges MSET QTLS Steven Priddon MSET QTLS Sumangalya Shanmugalingam MSET QTLS Sunita Sedov MSET QTLS Susan Tucker MSET QTLS Susannah Collins MSET QTLS Suzanna Butler MSET QTLS Tafseer Hussain MSET QTLS

Kobina Coffie MSET QTLS Koray Chelikhan MSET QTLS Kourosh Firouzi MSET QTLS Kristy Stuart MSET QTLS Kulwinder Kaur MSET QTLS Kurt Hallam MSET QTLS Kyle Kirkpatrick FSET Kyrstie Schofield MSET QTLS Laura Bough MSET QTLS Laura Bowles MSET QTLS Laura Brooks MSET QTLS Laura Christie MSET QTLS Laura Edwards MSET QTLS Laura Harbrow MSET QTLS Laura Hughes MSET QTLS Laura Jones MSET QTLS Laura Long MSET QTLS Laura Lovett MSET QTLS Laura Sage MSET QTLS Laura Spence MSET QTLS Laura Young MSET QTLS Lauren Gardiner MSET QTLS Laurence Balcombe MSET QTLS Laurence Pritchard MSET QTLS Laureta Kurti MSET QTLS Leanne Atherton MSET QTLS Leanne Burke MSET QTLS Leanne Willis MSET QTLS Lee Boynton MSET QTLS Leigh Boat MSET QTLS Lena Berntsen Mullaney MSET QTLS Lewis Johnson MSET QTLS Li Tanna MSET QTLS Liam Dempsey MSET QTLS Liam Jefferys MSET QTLS Liesa Durrant MSET QTLS Lisa Hogan MSET QTLS Lisa Jones MSET QTLS Lita Mullen MSET QTLS Liz Blaber MSET QTLS Liza Matley MSET QTLS Lora Hristova MSET QTLS Lorraine Butler MSET QTLS Lorraine Williams MSET QTLS Louisa Bridger MSET QTLS Louise Andrew MSET QTLS Louise Huddleston MSET QTLS Louise Mant MSET QTLS

Talat Riaz MSET QTLS Tammie Fishenden MSET QTLS Tanzila Ilyas MSET QTLS Tavis Ryan King MSET QTLS Taylor Hennah MSET QTLS Terence Lynn MSET QTLS Thanim Adil Hussain MSET QTLS Theresa Hailwood MSET QTLS Thomas Webb MSET QTLS Tiffany Duff MSET QTLS Tobias Dando MSET QTLS Tracey Borgenvik MSET QTLS Urszula O’Callaghan MSET QTLS Ushma Walsh MSET QTLS Vanessa Carey MSET QTLS Victoria Edwards MSET QTLS Victoria Hunter-Woods MSET QTLS Victoria Scripps MSET QTLS Victoria Smith MSET QTLS Vinitha Vijayakumar MSET QTLS Whitney May MSET QTLS Yousef Rifai MSET QTLS Yu Wai Kwok MSET QTLS Yuko Marks MSET QTLS Yusra Bidar MSET QTLS Zahir Uddin MSET QTLS Zainab Patel MSET QTLS Zaira Ashraf MSET QTLS Ziva Kaligaric MSET QTLS

JANUARY 2021 Amy Lill MSET QTLS Benedict Justin Nosa Okhions MSET QTLS Caitlin Morgan MSET QTLS Celina Dennis MSET QTLS Cherelle Martin-Taylor MSET QTLS Chloe Baily MSET QTLS Chloe Rogers MSET QTLS Daisy Wood MSET QTLS Dayle King MSET QTLS Declan Swan MSET QTLS Dominic Bennett MSET QTLS Emma Halliday MSET QTLS Gareth Fryar MSET QTLS Geoffrey Williams Hodan Abdulqadir MSET QTLS James Marsh MSET QTLS Jennifer Savill MSET QTLS Jeyavathany Mathiyalagan MSET JoannaQTLS Shipton MSET QTLS Joseph Danso MSET QTLS Karl Quarshie MSET QTLS Kate Watts MSET QTLS Kwaku Adjepong FSET Laura Jones MSET QTLS Lillie Robinson MSET QTLS Lisette Alexander MSET QTLS Lori Cali MSET QTLS Paul Danha MSET QTLS Phil Bollands MSET QTLS Poonam Leekha MSET QTLS Rebecca Burton MSET QTLS Rebecca Colburn MSET QTLS Rebecca Leach MSET QTLS Robert Byrne MSET QTLS Ruksana Hussain MSET QTLS Saboor Abdul MSET QTLS Shabnum Durbarree MSET QTLS Syed Haider MSET QTLS Talat Mahmood MSET QTLS Victoria Emmerson MSET QTLS Vuso Manhota MSET QTLS

AUTUMN 2022 INTUITION 25 AWARDS QTLS

OCTOBER 2020 Abdul Hamid Hannan MSET QTLS Ali Raja MSET QTLS Amanda Blake MSET QTLS Crystal Irving MSET QTLS Desmond Gorman Halima Ahmed MSET QTLS Jason Batt MSET QTLS Joanne Alm MSET QTLS John Gregory MSET QTLS Julie Walsh-Cowie MSET QTLS Matthew Coy MSET QTLS Merium Bhuiyan MSET QTLS Mohammed Bilal Jada MSET QTLS Sarah Warner MSET QTLS Sophia Stubbs-LaRosa MSET QTLS Soumaya Smith MSET QTLS Thomas Aviss MSET QTLS Zafar Iqbal Mohsin MSET QTLS JANUARY 2020 Saba Kiani MSET QTLS Emma Wigham MSET QTLS ATS OCTOBER 2020 Alex Downing MSET ATS Amy Hadfield MSET ATS Andy Jones MSET ATS Birte Hansen FSET ATS Brendan Coulson FSET ATS Caroline David MSET ATS Chloe Hynes MSET ATS Christopher Simpson MSET ATS Clare Kirby FSET ATS Edith Windsor-Stokes FSET ATS Eve Sheppard MSET ATS Frances Fairbairn-Harvey MSET ATS Gavin Knox FSET ATS Gemma Chamberlain MSET ATS Gordon Brodie MSET ATS Hannah Collins MSET ATS Hassan Kareem FSET ATS Helen Sonnenfeld MSET ATS Jacqui Scott FSET ATS James Foster FSET ATS Joanna Barrett MSET ATS Julian Knott FSET ATS Kirsty Tate MSET ATS Lesley Kellett FSET ATS Lisa Thompson FSET ATS Lora Scott FSET ATS Magdalena King MSET ATS Mark Hyde MSET ATS Mark Pierzchalski MSET ATS Michelle Snow MSET ATS Mine Tana MSET ATS Molli Markland MSET ATS Nicola Buxton MSET ATS Oxana Nikitin MSET ATS Paul Bisson MSET ATS Phil Parle MSET ATS Rachael Harrison MSET ATS Rachel Newton MSET ATS Rachel Oner FSET ATS Richmond Adjei MSET ATS Safia El Yahbak MSET ATS Sally Richards MSET ATS Sarabjit Borrill MSET ATS Sarah Smith MSET ATS Shameema Seedat MSET ATS Sheridan Brown MSET ATS Tanya Miller MSET ATS Tina Arey MSET ATS Victoria Balmforth MSET ATS Vivienne Stockill FSET ATS Wayne Cotterill FSET ATS OCTOBER 2019 Cheryl Hall MSET ATS Heather Sherman ATS Ian Lowe MSET ATS

The funding supports costs, including fees for a Level 5 Diploma in Education and Training (DET) or higher, such as a Level 6 or Level 7 Post-Graduate Certiﬁcate in Education (PGCE); mentoring and work shadowing support; and a period of reduced timetable. The model is intended to maximise support for new teachers as they transition from industry to education through recruitment, induction, work shadowing and mentoring, to developing a full teaching and learning portfolio.

IMAGESIKONILLUSTRATION:

Launched in June 2018, the TTF initiative initially identified five priority sectors. However, its fifth round is open to industry specialists looking to teach in any of the hard-to-fill 15 technical routes in 2022-23. For round five, the programme has expanded based on feedback and is now open to business specialists who want to teach core skills (maths, English and SEND) to those studying a technical subject.

TTF supports FE providers by enabling them to hire industry specialists to work as inspirational teachers and tutors in the sector. Having already built their industry skills, these new recruits need equally contemporary skills in teaching and learning, including being able to work with 14- to 19-yearolds as well as adult learners, and the ability to build learners’ skills from entry level to Level 5 and beyond.

who have not considered a move into teaching. Instead, providers engaging in previous rounds of TTF have adopted a wide range of creative strategies to attract new Initiativesrecruits.haveincluded engaging with industry-focused agencies and membership bodies; holding speciﬁc recruitment events; using social media; tapping into sector speciﬁc groups, for example, those hosted by local enterprise partnerships or combined authorities; and using existing employer partnerships, such as those fostered through apprenticeship delivery. To attract industry specialists, clear

26 INTUITION AUTUMN 2022 INSIGHT TAKING TEACHING FURTHER T o recruit teachers with appropriate contemporary industry skills, the further education (FE) and training sector needs to continue developing effective two-way partnerships with a range of employers. The Education and Training Foundation’s (ETF’s) Taking Teaching Further (TTF) programme, an initiative funded by the Department for Education (DfE), is designed to do just that.

TTF makes £18,200 of funding available to organisations for each teacher directly recruited from industry.

Fresh approach Conventional approaches to recruiting FE teachers, such as through the educational press, are unlikely to reach those in industry – especially those

TWO-WAYSTREET

With a growing focus on technical education to boost productivity and social mobility, it’s vital colleges and training providers can ﬁnd the staff they need. The ETF’s Taking Teaching Further programme aims to do just that, as Clive Berry explains

Shaun McDonagh, lecturer in plumbing, EKC Group Broadstairs College To ﬁnd out more about the TTF programme, including provider case studies, webinars and how to get involved, visit the ETF website at et-foundation.co.uk CLIVE BERRY is performance manager for Taking Teaching Further at the ETF

The opportunity to remain part-time in an existing career while starting a new one as a FE teacher is a very attractive offer for some. TTF has been able to support this as the programme allows for new recruits to have a teaching role that consists of only a 0.5 fulltime equivalent.

The TTF programme offers 144 hours of intensive support, and providers tell us this is invaluable as industry experts transition into their teaching roles.

AUTUMN 2022 INTUITION 27 TAKING TEACHING FURTHER INSIGHT

The 140 hours of reduced timetable is viewed as extremely important in supporting the recruits as they start their teaching qualification. Level 5 can prove challenging for those who don’t come from an academic background, so this time allocated to support them continues to help retain recruits as they find their feet in their new roles. As the TTF programme grows, its crucial impact is becoming recognised by the providers, teachers and learners involved. Ultimately, the programme will help unleash the skills potential of the country, helping employers fill technical and skilled roles in their local areas.

Lasting impact

We receive regular feedback from providers on the programme and on the attributes of the recruits, and we often hear how the programme has made providers rethink how they approach the support given to new teachers.

The amount of funding available to organisations for each teacher directly recruited from industry The number of hours of intensive support available under the Taking Teaching Further scheme

£18,200144

ﬁrst year of teaching since leaving the plumbing trade to become a lecturer has been invaluable”

A number of providers have said that TTF is now fully embedded, and the programme has led them to develop a whole new onboarding programme. Meanwhile, the recruits themselves have said the support provided has been pivotal to them succeeding as teachers –without it, they may well have returned to their previous industry roles.

SAYING…THEY’REWHAT

benefits also needed to be articulated. These were often quantifiable – for example, through pensions, training and development opportunities, leave arrangements, and positioning teaching as offering a ‘career’ rather than a ‘job’. Some potential recruits were also likely to experience drops in salary when becoming part of the FE workforce and uplifts were sometimes offered. Recruits who were already qualified as teachers were excluded from the scheme, although some participants in TTF had experience of training and/or mentoring in the workplace. New recruits with previous experience of training or mentoring often revealed a level of motivation that was not characterised by financial or other benefits, but rather reflected the desire to ‘give something back’ through teaching.

Long-term beneﬁts from previous rounds of TTF recruits are becoming apparent. Through their industry experience, recruits have started to craft a curriculum that better prepares students for their future working environment. Providers have introduced new ways of working as the TTF recruits are able to teach with new approaches. Industry relationships have prospered as previous colleagues provide further support. Providers have spoken very highly about how important the industry expertise of their new recruits is.

“The Taking Teaching Further project has enabled us as a college to promote our vacancies to attract highly skilled industry professionals to join the college with an excellent support package for their journey into teaching. This package has provided additional support and incentive to applicants entering the unknown territory of

SouthNickiteaching”Kelly,assistantprincipal,EssexCollege“TakingTeachingFurtherhasprovidedmewithanexcellentchancetobefullysupportedinmakingthechangefromindustrytoFEteaching.Theextratimetolearn,prepareandgainessentialskillsduringmy

Sound a bit complicated? It’s tricky to adequately articulate it here, but trust me: it ﬂowed with relative ease, though assertive teacher management is needed to drive it. Over 90 minutes, a melting pot of responses (and responses to responses) was created.

AUTUMN 2022 INTUITION 29 SUMMATIVE EVALUATIONS THE KNOWLEDGE

DEREK JOHNSON is director of the School of Art, Design & DigitalCreative at West Suffolk College

Some examples of prompts: Draw a square on part of the top image, on a part you are drawn to. Number it as ‘1’ and write why you chose this part Write five words that come to mind. Then write five new ones based on one of the first five

I n March members2022,ofmy team embarked upon active research projects to explore areas of delivery and performance that are historically problematic – or simply needed to be Thequestioned.SchoolofArt, Design &

When an alarm rang, each student then moved one place clockwise and responded to their peer’s image following my verbally delivered prompt. This continued, with students moving clockwise every three minutes. All the while the sheets become richer, with overlayed writing and drawing as evaluative responses to their peer’s work. The opportunity was taken on each rotation to ask the students to highlight, connect and combine the previous three-minute evaluations on the sheet from the preceding student.

Digital-Creative at West Suffolk College (Bury St. Edmunds) has 500 further education (FE) students studying Levels 1 to 4 under University of the Arts London (UAL) specifications. We deliver a broad range of specialist creative courses to meet the needs of the UK and global creative industries. We have a culture of reinvention – a keenness to question convention and play with possibilities. This boosts the quality of education and helps keep staff teams fresh – and sane –each academic year. In creative education, typed summative evaluations are more often than not the norm. The reflective purpose of this is perfectly justified. Ongoing formative evaluations are also essential – and, I would argue, far more important. Other assignment-driven subjects require a similar process of analysis; I will return to this later. The motivation for my smallscale research inquiry was that, in my 25 years of FE education, art and design evaluations are often an uninspiring activity for staff and students. Unfortunately, these are regularly performed as an afterthought in an unmotivated manner. They seldom reflect the richness and impact of learning. Because of this stale approach, their value is often minimal. Students with language challenges can be disadvantaged by a focus on written evaluations. Ultimately, teachers and their delivery must accept responsibility. It is madness to repeat something that has minimal educational value and which everybody finds numbingly

IMAGESIKONILLUSTRATION:

IN MY 25 YEARS OF FE EDUCATION, ART AND DESIGN EVALUATIONS ARE OFTEN AN UNINSPIRING ACTIVITY FOR STAFF AND STUDENTS

Students working in a rotational format, evaluating each other’s work to different lateral prompts

dull. My research aimed to test 28 new approaches with a single class. Peer evaluation A new dynamic model of peer evaluation was designed and delivered. Each of the 28 students in the UAL Foundation Diploma Art & Design Level 3/4 class presented a single image of their assignment outcomes, which was stuck to the top of a sheet of A1 paper and attached to the wall. These formed an evenly spaced circular stream around the room. I had prepared 28 lateral thinking prompts for students to respond to – some written, others mapped; some considering sound and others memories.

yetds

Draw part of the image inside out and upside down with your opposite hand. What did you Describediscover?what happened in the days or moments prior to the image and what happens immediately afterwards

What would you title the work, based on previous prompts? Trace part of the image and trace another student’s written response/s on top Take 12 words from the pulp novel page provided and thread them to four titles for the work If you had one month to continue this work, what would you do? Take three of the previous responses and form a piece of artwork as a collision/fusion. Ethics I spoke regularly about the ethics and values of this shared experience. Essentially, each student received the ‘gift’ of challenging and surprising evaluations of their work from the other 27 students. In other words, the strength of the activity is only as strong as what each individual invests, knowing they keep nothing of their work, but something of all the class. If everybody drives themselves hard to be as innovative as possible, everybody will fully beneﬁt. I enforced this concept by telling the parable of ‘Heaven & Hell and the Chopsticks’ – a tale I remember from primary school. I made regular references to everybody feeding each other with long chop sticks from the giant bowl of rice and nobody starving! Interrogation stage After this activity, each student examined their peer responses for 30 minutes. This was an open activity, with some suggestions. Students formulated a map of themes, learning, peer responses and lateral contextual references.

What could the work become, which it is not at the moment? Be wild and innovative Write a real memory that comes from seeing this image

Triangulation Grid – respond to part of the image within the isometric triangle provided Draw 15 clear shapes from the image in a creative way Draw a journey line by tracing contours with your eye and write your thoughts as a stream of consciousness

LEARNERS RECEIVE THE ‘GIFT’ OF CHALLENGING AND SURPRISING EVALUATIONS OF THEIR WORK FROM THE OTHER 27 STUDENTS

THE KNOWLEDGE SUMMATIVE EVALUATIONS 30 INTUITION AUTUMN 2022

Visualise a map of colours as a grid (a pre-printed 4x4 grid was Drawprovided)thesoundscape of this image (something explored in a previous lesson) Stare at the image for 30 seconds and do not blink. Close your eyes and write/draw what you now Describeseethe artist who made this work – from the position of never meeting them. What do they do in an evening, what do they eat/drink, where do they go, what do they dream?

The directed process of laterally innovative evaluation writing was highly engaging, insightful and challenging. However, for the final Unit 2 submission the students reverted to their safe ground of a ‘normal’ typed evaluation – with minimal flair and no opportunities for searching questions and exciting pathways. To be honest, I half-expected this. Although disappointing, it also gave robust information for this research. These are mature 18+ students, proven to be academically skilled. Therefore, I recommend the following stages for exploring more successful implementation and sustained application of peer evaluation: Deliver the lesson using more than one teacher as well as to different groups Show relevant contextual films – examples of creative practitioners who speak about the need to surprise themselves, with the aim of challenging peer reaction and self-reflection Follow this up with a mandatory requirement within the assignment brief to present at least three evaluation formats. Each one needs to be succinct and not a body of type Crucially, any effective change must be fed and sustained. No cultural change can be a one-hit wonder This format can also be used to evaluate contextual examples rather than student work. I intend to do this with the painting ‘The Raft of the Medusa’ by Théodore Géricault (1819).

LEARNERS RESPONDING TO STUDENTS’ RESPONSES IS SOMETHING I FEEL IS ESPECIALLY POWERFUL

Wider impact

into a poem

AUTUMN 2022 INTUITION 31 SUMMATIVE EVALUATIONS THE KNOWLEDGE

an uswriteandresearchinterestingprojectwouldliketoaboutit,letknow!Email

If you've been working on redactive.co.uknick.martindale@

THE PREVIOUS

This further developed into a piece of evaluative art, design, poetry or similar – but not a ‘normal’ typed-up evaluation. I spoke with the students the following day after they had time to fully digest and draw out valuable threads. All of them found the session to be engaging and valuable. Joe (student) reflected in his digital sketchbook: ‘Cogs of a collaborative machine turned, each helping one another every turn. Ideas of coastlines, entrances and exits, spectral beings, demon entities, paralysis, mould, fading away, being forgotten, wanting to scream, spaceships, the supernatural, the name ‘Vumsik Mk II’, and microlysis have entered my brain. I do not know what I’m going to do with them, but they are in there and they are going to influence my work in some way, whether it be consciously or subconsciously.’ Outcomes were quickly posted to their art Instagram accounts and valuable inputs identified. Students were asked to do a 10-minute piece of work launched from the peer evaluations. Depth of impact

While one student (Lillie) mapped thought pathways, another (Olivia) developed the session into a poem

The initial image/stimuli does not need to be students’ work – it can be a series of images of science, architecture, world issues or historical events, for example. Remember, this is a two-hour activity. Educators need to take risks and have some fun. The session I have illustrated here was fast, challenging and memorable – something we all need to bring back with to classrooms with conﬁdence.

To watch a ﬁlm of the session, visit www.instagram.com/p/CZcs1TcoxDS/ session

Using a rotational process to enable peers to respond to a teacher’s prompts can be used across all areas of study. Clearly, having a visual printout of a creative outcome lends itself well to audience response, rather than something less quickly digestible. Therefore, bite-sized written or graphically presented pieces would be Learnersneeded.responding to the previous students’ responses is something I feel is especially powerful. There is a wonderful sense of anonymity and equality throughout. Areas such as culinary arts, hair & beauty, carpentry, business proposals and ﬁtness plans are all areas in which I believe this would work.

’ the

working for a private medicolegal company in north-east England. I used my day job as the placement to get the teaching hours I needed, and it proved challenging. Not because of the teaching I was doing, or the lesson prep, but because the course curriculum was not designed for people doing placements anywhere other than schools and colleges. My course tutor was incredibly supportive, but kept having to say things like “this will be a bit different for you Carrie; I’ll catch up with you shortly and we’ll ﬁgure it out.” I graduated with a distinction, and less than three months later embarked on an W hat springs to mind when you think of a teacher? For some, it will be someone who teaches in compulsory-age schooling. For others, it might be a college or university lecturer. Few – if any – will picture someone who works in the NHS. In fact, when people hear I work in the NHS, most will immediately ask if I am a nurse. I am not a nurse, or a doctor; I am a teacher. But teachers in the NHS are consistently overlooked in professional and academic circles as practitioners who can contribute to the discipline of education. I ﬁnished my PGCE focusing on young people and adult education in the summer of 2017 while

Hidden in plain sight

THE KNOWLEDGE NHS EDUCATORS 32 INTUITION AUTUMN 2022

The

MSc in educational research. In February 2018 I started working in the NHS, and that is when my outlook changed. Until then, it never occurred to me just how many educators worked in the NHS or just how much teaching was carried out. The NHS employs approximately 1.3 million people (NHS Digital, 2022) and spends around £1.3 billion per year on education and workforce development (not including Health Education England, which has a separate annual budget of £4 billion (Gershlick et al, 2019)). Within that 1.3 million are teachers, trainers and educators in many guises: learning and development; technologyNHS

themconditionstimeoftraditionaldon’tmanyeducation,inpeoplethousandsemploysofinvolvedteachingandyetofthemrelatetotheconceptateacher.It’stocreatetohelpful

ﬁl their potential, says Carrie Walton FSET

workforce of 1.3 million, even if only 0.5 per cent of the workforce had an education element to their roles, that is still 6,500 people involved in educating the UK-wide workforce somehow.

NHS EDUCATORS THE KNOWLEDGE AU TUMN 2022 INTUITION 33

The NHS does not keep any data about staff with teaching responsibilities, so unless it is an explicit part of someone’s role, such as clinical educator or workforce development officer, it is difficult to quantify. With a

Research gap Despite this vast and diverse group, and the huge amount of education delivered within the NHS every year, precious little in the way of educational research is carried out. On completion of my MSc in 2019, I secured a funded place on the ETF’s Practitioner Research Programme looking at engagement with educatorspeciﬁc continuing professional development among NHS educators. As far as I am aware, I am the ﬁrst – and still the only – NHS educator to have ever applied for the programme. This fact was of some excitement to the programme faculty, who relished the little bit of

THE DIFFICULTY IS THAT NHS EDUCATORS OCCUPY A KIND OF NO-MAN’S-LAND SOMEWHERE IN BETWEEN ACADEMIC AND PROFESSIONAL CIRCLES enhanced learning and digital; teaching fellows; clinical educators; school nurses; and countless subject matter experts such as quality improvement, chaplains, governanceinformationandmore.Tallying up the actual number of educators within the NHS would be a nearimpossible task because they are spread across every professional corner of the organisation and are often hiding in plain sight.

THE KNOWLEDGE NHS EDUCATORS 34 INTUITION AUTUMN 2022

diversity that I brought to theHowever,cohort. this ‘little bit of diversity’ I bring creates challenges. I have a strong interest in research and see the potential for educational analysis everywhere in NHS. Mostly though, the NHS does not seem to know what to do with people like me, who want to do ‘pure’ educationalUnderstandably,research.the NHS is heavily focused on clinical and medical research; two of the NHS’s founding principles are that it aspires to the highest standards of excellence, and that the patient is at the heart of everything it does (Department of Health and Social Care, 2021). So clinical and medical research must take the spotlight, but there doesn’t seem to be any space at all for other types of research. When I ﬁrst started working on my PhD, I contacted some NHS research groups to ask if there was any support or guidance for a humble educational researcher. I was met with bemused faces and a lot of head-scratching while they tried to ﬁgure out who they could pass me on to next. Even the NHS research ethics approval system –IRAS (Integrated Research Application System) – has no mechanism built in to bypass clinical and medical questions, so a budding educational researcher must still answer questions relating to tissue sampling, drug administration and clinical trials.

The difficulty is that NHS educators occupy a kind of no-man’s-land somewhere in between academic and professional circles. Many do not fit into the stereotypical mould of academia, or have completed professional qualifications rather than academic ones, and so they have not had any exposure to academia and the opportunities available from Additionally,it.because the role of educator is not emphasised within the NHS, they do not see themselves as being able to move in professional circles either. I joined the Society for Education and Training as soon as I started my PGCE and have reaped the benefits of membership for years now, yet many of my NHS colleagues do not see themselves OUGHT TO CONSIDER MAKING SPACE WITHIN PROFESSIONAL AND ACADEMIC CIRCLES TO BEGIN NURTURING COMMUNITIES OF NHS ‘PRACADEMICS’

NHS EDUCATORS ARE NOT SUPPORTED OR ENCOURAGED TO ENGAGE IN ACTIVITY THAT COULD HELP SAVE MONEY as fitting the membership criteria. This leads to a severe under-representation of the NHS in professional and academic education circles, causing an identity crisis among its practitioners. Identity crisis When carrying out interviews for my research, I asked my interviewees how they conceptualise their own professional identity and what name they would give themselves. One responded “I wouldn’t say ‘teacher’, because for me teacher is like school. Because I think teachers... for all that’s what we do... my title has never had that in it.” Another responded “Self-identity within this particular role I’ve always found very strange... I consider myself as something more educator-adjacent.”Ihaveinterviewed six NHS educators as part of my research, and all tell a similar story – that they find it difficult to conceptualise their own professional identity because they do not feel as if they ‘fit’ anywhere. That they do not see themselves as fitting anywhere means that these educators do not fully engage with the profession. Many have gone through some initial training as educators but continue to re-use and regurgitate that initial training year on year, never improving their practice or updating their knowledge for the benefit of their learners. Trevanian’s novel Shibumi offers this sage advice on the matter: “You can gain experience, if you are careful to avoid empty redundancy. Do not fall into the error of the artisan who boasts of 20 years’ experience in craft while in fact he has had only one year of experience 20 times” (Trevanian, 1979). Without CARRIE WALTON FSET PGCE is a doctoral researcher with the University of Sunderland and specialist projects lead with the NHS focusing on remote and rural education. She is an avid collector of qualifications and a developmentandpursuitlearningdevoteepassionateoflifelongandtheofpersonalprofessional

AUTUMN 2022 INTUITION 35 NHS EDUCATORS THE KNOWLEDGE

Gershlick B, Kraindler J, Idriss O and Charlesworth A (2019) Health and social care funding: Priorities for the new government. The Health Foundation. Available at fundinglong-reads/health-and-social-care-www.health.org.uk/publications/https:// NHS Digital (2022) NHS Workforce Statistics – March 2022 (including selected provisional statistics for April 2022). Available at workforce-statistics/march-2022publications/statistical/nhs-nhs.uk/data-and-information/https://digital.

referencesAcademic and further reading Crowley S (2014) Challenging Professional Learning. London: Routledge. Department for Health and Social Care (2021) NHS Constitution for England. Available at for-englandpublications/the-nhs-constitution-https://www.gov.uk/government/

The sixth principle of the NHS constitution states that it is “committed to providing best value for taxpayers’ money”, yet its educators are not supported or encouraged to engage in activity that could help save money and provide evidence of value for money. Taking action Providing the places, spaces and support for NHS teaching staff to engage fully in their profession would support their development. It would also encourage them to apply a critical lens to the education and teaching practices they are involved with to become more adaptable and change-ready practitioners.Crowley(2014) recognises this as a “crucial attribute of twentyﬁrst century professionalism” but acknowledges that “there is a paucity [of] public sector organisations” that support and encourage the development of creativity and innovation. I am certainly not suggesting that all NHS educators should embark on a PhD or aspire to be well-published academics. But we ought to consider making some space within professional and academic circles to begin nurturing communities of NHS ‘pracademics’ and supporting them as they tentatively dip their toes into the worlds of professional development and practitioner research. The real question here is whether we can justify continuing to overlook this diverse and experienced group of educators who contribute to the learning and development of the 1.3 million staff who make our NHS what it is. After all, they are teachers too.

Trevanian (1979) Shibumi New York: Ballantine Books. engaging properly in their profession, NHS educators are doomed to this fate, so we must create the conditions and spaces for them to properly engage and recognise their potential towards improving the NHS.

JANE GALBRAITH is head of membership at SET GET SOCIAL ARE DELIGHTED TO BE WELCOMING ON FIVE

THE FORUM Back to business W

36 INTUITION AUTUMN 2022 TIPS AND RESOURCES TO HELP YOU MAKE THE MOST OF YOUR MEMBERSHIP

Autumn is traditionally a busy time for our customer services team. QTLS enquires peak, and we see an influx in calls and emails about CPD courses and training offered by the Education and Training Foundation. We are always looking at ways to improve our service so we will be introducing a ‘live chat’ function on the SET website. You can call the team on 0800 093 9111, email us at membership@etfoundation.co.uk or use the online enquiry form onWethe website.predominantly use email to keep in touch with our members in between editions of inTuition. It’s therefore important that we have the correct email address on file for you, preferably your personal one, to ensure you are receiving our monthly newsletter, updates and invitations to take part in our CPD webinars and Special Interest Group events. You can check and update your contact details by logging into your MySET dashboard, where you can also manage your communication preferences, download your digital membership PIN and sign up to our special interest digests. The first SET in-person annual conference since 2019 is being held on November 3 at The Vox in Birmingham; programme details can be found on the SET website along with the link to book. The SET team is looking forward to meeting members in person once again; we do hope that you can find the time to join us. inTuition

followPleaseuseandourhashtag #SETinTuition toseethelatestfeaturesfrom

hether your organisation works to a traditional academic year or not, do you, like me, feel there is something about September which makes it feel like a new start? If you are welcoming new students, starting a new programme delivery, or returning after a summer holiday, we recognise that this could be a busier time of the year than normal, so we hope that you are able to keep your proverbial head above water! We are now halfway through the Society for Education and Training (SET) membership year, and we are delighted to be welcoming on board ﬁve new Corporate Partners, who joined over the summer and are now offering SET membership to their teachers and trainers. So hello to Nottingham College, one of the largest further and higher education colleges in the UK, and our ﬁrst two sixth-form colleges, Brockenhurst College in the New Forest and Carmel College in St Helen’s. We also welcome Capita (Education and Learning). Through SET membership Capita will, over the next three years, be supporting the professional development of more than 950 Royal Navy instructors and civilian trainers. We are delighted to have them onboard, along with Jet2, the airline and holiday operator that became our 46th Corporate Partner, delivering training to engineer apprentices.

BOARD

The Qualiﬁed Teacher Learning and Skills (QTLS) registration window is now open until 30 September. Portfolios will be issued in October, with participants undertaking a self-guided and forwardlooking six-month period of professional formation. If this is something that is of interest to you, more information can be found on the SET website, including details of the eligibility criteria, costs and what you can expect.

CORPORATE PARTNERSNEW

CORNERMEMBERS’

We have produced a new article outlining 10 top tips for new teachers to gain classroom control:

ONLINE RESOURCES MEMBERS’ CORNER AUTUMN 2022 INTUITION 37 O

classroom-controlnew-teachers-to-gain-resources/top-ten-tips-for-set.et-foundation.co.uk/

SET’s Code of Ethics and Conduct sets out the professional behaviours and conduct expected of all SET members, irrespective of grade. The principles within the Code act as a clear benchmark for the conduct expected and all members are therefore required to abide by the Code as a requirement of continued membership. To ensure we continue to uphold the highest levels of professionalism, if we are made aware of a potential breach of the Code, this will initially be received and considered by SET’s disciplinary investigation ofﬁcer, who will determine whether there is sufﬁcient evidence to warrant an investigation. Cases that meet the threshold are considered by SET’s Investigation Panel, which follows the Actions Against Members policy that can be found on the SET website. It is our intention to regularly publish details of all disciplinary cases referred to the Investigations Panel, including the nature of the alleged breach, the outcome of the hearing, key recommendations from the panel and the sanction(s), if any, applied. This information will be anonymised but made publicly available on the SET website, after the Investigation Panel has met and any subsequent appeal has been heard. The current Code and supporting policy documents can be found on the SET website, along with details of the cases investigated between April 2021 and June 2022

SET has been busy over the summer planning a number of new initiatives and producing content to help you do your job better. Here are just some of the highlights: We started a new series highlighting some of the top Advanced Teacher Status (ATS) improvement projects that people are asked to complete as part of the ATS programme. Examples include:

IN OTHER NEWS…

the-5e-instructional-modelof-digital-teaching-tools-using-teaching-framework-with-a-set-resources/develop-a-bespoke-set.et-foundation.co.uk/the-secure-care-recovery-pathwayliteracy-and-numeracy-skills-in-resources/the-importance-of-set.et-foundation.co.uk/

CODE OF ETHICS

CONDUCTPROFESSIONAL

professional-standardsa-review-of-the-updated-professional-communities-webinar-creating-dynamic-set.et-foundation.co.uk/resources/

A member-only webinar about the updated Professional Standards that can be watched on demand:

FSET ATS, a second career in further education has allowed her to teachingcombinewithherownlearninganddevelopment

As a qualiﬁed English teacher, I have taught a range of learners, including apprentices through blended learning, the long-term unemployed, FE functional skills, and GCSE English resits. After several years as a lead tutor, I secured the post of professional development lead at Leicestershire Adult Learning Service. What does your current position involve? As a professional development lead, I work with curriculum teams to support the development of teaching and learning practice. I also lecture on the iPGCE course for the University of Derby, supporting international students with their studies. Can you run me through a typical day? No two days are the same. I enjoy how things are constantly changing. I could be designing and implementingworkshops,delivering new systems, writing reports, teaching, and more.

What are the biggest challenges you face? Learners often have negative school experiences and are fearful of returning to learning, so I try to make the learning experience as relevant and enriching as possible. What’s the strangest request you’ve had from a learner?

For Sarabjit Borrill

ATS enabled me to advance a research project that I started with the Education and Training Foundation’s SUNCETT Practitioner Research Programme, which I’m now researching further for my MPhil.

I’m excited to continue my research, supported by the wonderful team at the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT). I’m keen to create spaces for teachers to be curious about their practice and continue their learning using class recordings.

What three characteristics do you feel makes a good teacher?

Initially, I volunteered to ﬁnd out about teaching in different settings. These experiences included supporting children at risk of exclusion, and adults in further education (FE) English classes. All were rewarding experiences, but I decided on adult community learning, going on to achieve Qualiﬁed Teacher Learning and Skills (QTLS) in 2011.

If you would like to be featured in My Life in Teaching, email intuition@redactive.co.uk

What do you love most about teaching?

Where has your career taken you so far?

Being inquisitive about one’s own practice, being kind and thoughtful, and bringing learning to life for students.

SARABJIT BORRILL FSET ATS is professional development lead at Leicestershire Adult Learning Service

I can’t think of a strange request. Instead, what comes to mind is an experience. I wasn’t expecting to teach a 75-year-old learner to read. He left school at 15 and travelled the world. He started classes wanting to read to his grandchildren. It was a valuable experience for us both.

How would you like your career to develop?

What one piece of advice would you have for your former self?

How did you ﬁrst get into teaching? Teaching is my second career, pursued after having children. I was working in NHS management, which I loved. I was familiar with designing and delivering training, so when it came to considering a second profession, teaching naturally came to mind. In addition, working in term time was a signiﬁcant draw: I could be with my children during the holidays.

Be brave – there is a community of supportive practitioners out there with whom you can discuss practice, who will provide guidance and challenge so that you can enhance your practice over time.

How has the Advanced Teacher Status (ATS) qualiﬁcation helped you?

LEARNINGCURVE

What do you get up to outside work? When I’m not studying, I’m growing vegetables in my garden, baking cakes or walking.

Why did you feel this was the career for you?

38 INTUITION AUTUMN 2022 MEMBERS’ CORNER MY LIFE IN TEACHING

Teaching is an honour as we get to support people in their learning journeys. We can serve to make the communities in which we live better.

Our reviewer is DR ANNE DAVIS MSET QTLS , who has worked as a sixth form maths teacher and head of maths in south-east England. She is also a private tutor, teaching maths, chemistry and physics, specialising in the 16+ age group. She is a cycling and kayaking coach, with experience of coaching disabled athletes DIGITAL ANDASSESSMENTTEACHINGLEARNING,ANDFORHEFEPRACTITIONERS

ByRossMorrisonMcGillBloomsbury2022

DEVELOPING RESILIENCE IN FE TEACHING

InTuition readers receive a 20% discount on this book with the code InTuition22 at criticalpublishing.com (valid until January 2023)

InTuition readers receive a 20% discount on this book with the code FLA22 at routledge.com (valid until 31 December)

REVIEWSBOOK

This is a useful book about how the way we learn is linked to how our brains work. Each of the 10 chapters is arranged in a similar manner with explanations and information, practical suggestions and worked examples, concluding with a template that can be used to apply the suggestions and ideas Includedproposed.isashort chapter on wellbeing and its impact on memory – although short, this section is enough to explain the need for quality sleep, exercise and good diet. Interestingly, while the book encourages the educator to experiment with some exercises to further explain points, I found myself applying many of the tools and ideas to my own personal learning as well. This relatively small book is packed with information that educators will ﬁnd very useful. It is written and presented in an appealing manner and can be dipped into for ideas and inspiration or read as a whole. The author admits to not being an expert on neuroscience but is a highly experienced teacher who is clearly passionate about how people learn and improving the learning process in the human brain. Well worth reading.

ByDanielScottCriticalPublishing 2022 As with all books from this publisher, this is well presented and appealing with lots of diagrams and tables that draw you in while having a flick through.Onceyoudelve a bit deeper, it emerges that this is a book full of useful resources for the educator in today’s technological age. Books that are targeted to the readers of inTuition magazine are not overly numerous and this adds to its appeal. This is a brandnew edition and its previous incarnation was reviewed by the magazine a few years ago. Overall, this book is a good introduction to technology for education and learning, and even a tech-savvy educator will gain something from it. There are lots of resources included and websites provided where people can go for further information. The planning chapter is by far the largest and takes up a significant portion of the book with lots of supportive advice on how to use and handle the different technologies around. I was particularly impressed to see learning techniques and concepts linked to practical tasks, reflections and case studies.

In the second part, the author looks at strategies to develop resilience and efficiency in the education workplace in some depth, with a view on reﬂection and self-growth as a very useful tool. Included too are strategies for dealing with stress. This is followed by a ﬁnal part containing three real-life detailed case studies. Every section is well-supported with up-to-date references and good arguments. This is an encouraging book that should be found on the coffee tables of staff rooms in modern FE establishments.

ByDavidAllanRoutledge,2022

A compact book that looks at the current pressures and challenges facing educators in the further education (FE) and training sector today. In part one, the author begins by looking at the need for resilience and how it can be achieved. This part also looks at teacher training, its role in FE and how student teachers can learn to develop this important element of the teaching toolbox. This is followed by addressing how the mental and physical health needs of today’s educators impact their work, and how negative impacts can be reduced.

AUTUMN 2022 INTUITION 39 BOOK REVIEWS MEMBERS’ CORNER

THE TEACHER TOOLKIT GUIDE TO MEMORY

InTuition readers receive a 20% discount on this book with the code inTuition20 at bloomsbury.com (valid until January 2023)

Return to The Society for Education and Training 157-197 Buckingham Palace Road SW1WLondon9SP ADVANCE YOUR CAREER WITH QTLS STATUS Develop as a teacher and demonstrate your expertise with Register for QTLS by 30 September for an October start: set.etfoundation.co.uk/qtls Register now for Octoberanstart