Creative Solutions in Hard Times

1. Creative Solutions in Hard Times Workshop 1d Meeting the Needs of More Able and Talented Learners

2. Workshop Objectives • To provide delegates with an opportunity to discuss more able and talented (MAT) learners; • To provide case studies on current good practice for academic and vocational learners; • To show how FE Colleges can work with Schools to enrich their pupils’ MAT programmes and aid their transition from school to College; • WG preliminary feedback on MAT project

3. How would you define a MAT learner?

4. More Able learners • Have ability or potential in one or more academic subjects; • They are the top 5 to 10% of learners as measured by actual or potential achievement in English, mathematics, science, history, geography, modern foreign languages, religious education, ICT, or design and technology.

5. Talented Learners • Have ability or potential in one or more skills, whether artistic, sporting, interpersonal or vocational; • The top five to 10% of learners as measured by actual or potential achievement in more practical based subjects such as art, technology, music or physical education regardless of overall academic ability.

6. More Able and Talented Learners Are learners with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities)

7. Publication outlines a range of broad qualities often shown by more able and talented learners in areas of learning and attitude across the curriculum, such as: - Possessing extensive general knowledge, often know more than the teacher, and find the usual reference books superficial; Showing good insight into cause-effect relationships; Easily grasp underlying principles, and need the minimum of explanation; Quickly make generalisations and extract the relevant points from complex material; Having exceptional curiosity and constantly want to know why; and Being perceptive in discussion.

8. MAT Science Learners • recognise patterns and relationships in science data: can form a hypothesis based on valid evidence and draw conclusions; • use subject vocabulary effectively in construction of abstract ideas; • are aware of how the context influences the interpretation of science content; • think flexibly, generalise ideas and adapt problem solving approaches; • recognise and process reliable, valid and accurate data: can explain why data is unreliable, invalid or inaccurate; • are able to evaluate findings and think critically; • enjoy reasoning logically.

9. Identifies ten standards in provision for More Able and Talented Learners in Schools; • Identifies roles and responsibilities between LEAs and Schools; • Provides a framework and action plan to assist school in reaching standards;

11. How do we identify MAT learners?

12. What about the FE Sector in Wales? How does it help MAT learners reach their potential?

14. Seren: Supporting Wales’ Brightest

15. In January 2015 Minister for Education and Skills, Huw Lewis, launched a network of partnership hubs designed to support Wales’ brightest students achieve their academic potential and gain access to leading universities.

16. SEREN Three pilot hubs were launched: - • Flintshire and Wrexham • Swansea • Rhondda Cynon Taf and Merthyr Tydfil • Each hub received £50000 • Further nine hubs across Wales in 2015-16, offering full national coverage for all of Wales’ brightest students. Hubs were introduced to service a collection of partners (schools and FE Colleges): - • availability of accurate information • provision of super-curricular activities • creating a peer group of high achieving students • improving links to university students and recent graduates from similar backgrounds.  

17. What is Seren? • SEREN is a project developed by the Welsh Government building upon the success of HE+ launched originally by the University of Cambridge • SEREN aims to help groups of schools and colleges to: • Support and challenge their brightest Year 12 students • Encourage those students to support and challenge each other • Provide the support and guidance for students to apply to the top universities in the UK

18. Seren: Swansea Hub Who is involved?: Bishop Gore Comprehensive School Bishop Vaughan Catholic School Gower College Swansea Gowerton Comprehensive School Morriston Comprehensive School Olchfa Comprehensive School Ysgol Gyfun Gymraeg Bryn Tawe Ysgol Gyfun Gymraeg Gŵyr

19. How does Seren Work? • SEREN is consortium-based and uses a hub-and-partner structure • The programme varies by consortia, but in all cases includes: • Extension classes in core subject areas led by consortium staff • Workshops with top university staff • Master classes delivered by top university academics • One or more visits to top universities for further activities

20. What sort of students do Top universities look for? Universities look for students who: • Are passionate about their subject(s) • Have strong examination records • Are motivated and organised • Have high potential to succeed academically

21. What does Seren do? SEREN will provide opportunities for participants to: • Meet similarly minded and talented peers • Be stretched and challenged by ‘beyond curriculum’ topics • Develop academic skills and self-assurance • Increased confidence when making university applications in Year 13

23. Developing Vocational Talent • Every year, hundreds of ambitious students, trainees and apprentices across the UK get involved in skills competitions: - • WorldSkills, • UK and Skills Competition Wales. • Competition is tough and those with identified talent move forward in the competition structure and succeed to represent Team Wales and ultimately Squad UK. • https://www.youtube.com/watch?v=q740FMsj8NM

24. The Competition Pathway Worldskills (Bi-annually) Euroskills (Bi-annually) ISEiW Support Worldskills UK The Skills Show (Annually) UK Regional Competitions Skills Competitions Wales Local Competitions Providers/Schools The competition pathway in Wales encourages participation in competitions at all levels, from schools, inter-college, through to regional and national level.

26. Video Case Studies • Eleni Constantinou - Hairdressing https://www.youtube.com/watch?v=jtiVaMudKyQ • Owian Jones - Carpentry https://www.youtube.com/watch?v=aLwSJGRkjJk • Gethin Johnson – Construction Metal Work https://www.youtube.com/watch?v=xd4gkhFJCis • Elijah Sumner – Automotive Technology https://www.youtube.com/watch?v=UKcKL_cr42M

27. Skills Competitions Wales 2015Registrations

28. UK Regional Entries - 2015 Wales are the top region for registrations in to WorldSkills UK competitions

29. Skills Show 2014 66 competitors invited to the skills show in 2014 and a total of 39 medals won. Compared to 2013 the medal tally conversion rate increased from 34% to 60%

30. How to identify the right TALENT? Embedding Skills Competitions in to the curriculum through: • Staff CPD events delivered by UK experts in Skills Competitions, to build on knowledge and expertise within institutions. • Tutors attending steering groups established in each competition area to develop marking schemes and technical briefs to share good practices and develop the competitions. • Inter-college competitions • Scouting for talent by tutors/training staff. • Encourage participation regional and national competitions in Wales prior to WorldSkills UK competitions.

31. Benefits of Skills Competitions to Learners • Expose youth to a variety of skilled careers and equip them with the tools and resources they need to build a future; • Be a place and a platform for celebrating world-class excellence in skills by showcasing the next generation of skills talent; • Explain the motivational and educational benefit of competitions by showing how they build Competitors’ character, confidence, commitment, and self-esteem; • Offer companies, industries, and trades a chance to meet and recruit skilled people who have demonstrated that they are at the “top of their game.” • Inspire staff to re-train and develop teaching and learning strategies;

33. MAT Group • Initially funded through 14-19 Curriculum Plan • Llanelli Cluster: 5 schools (tertiary) and College, MAT co-ordinator County • MAT Coordination Group • Identification of learners (entry into programme); • Sharing literature and good practice • Consistency • Application for awards • Schools competition (Yr 9) – talented • Teaching and Learning – Bob Cox • Development of enrichment programme for schools

34. Four MAT Pillars

35. Dates and Times • Year 10 Dates • Tuesday 7 October 2014 • Tuesday 21 October 2104 • Tuesday 18 November 2104 • Tuesday 10 February 2015 • Friday 13 February 2015 • Tuesday 10 March 2015 • Tuesday 14 April 2015 • 4.30 - 6.30pm Graig Campus • Year 11 Dates • Tuesday 14 October 2014 • Tuesday 11 November 2014 • Tuesday 25 November 2014

36. Technology Pillar • 07/10/14 Advanced Manufacturing How are products designed and tested? Solve the design challenge which will test your 2D & 3D CAD skills. Decide how to produce your design - 3D printer or mechanical workshops? • 21/10/14 The Raspberry pi Challenge Can you make your own computer and programme it? Develop your computing skills to meet this challenge. • 18/11/14 Electronics Design Challenge How will you solve this design problem? Develop your skills to design, build and test your design. • 10/02/15 Manufacture Challenge Time to make your design - what skills will you need to solve this problem? • 13/02/15 University & Industry Visit • 14/04/15iMedia and Web Design Challenge Your company needs a new website design to beat the competitors, are you up to the challenge?

37. Aims of the Programme • The programme provides pupils with the opportunity to further increase subject knowledge, complementing work currently undertaken within the GCSE programme of study; • It provides the opportunity for expression and fun within an assessment free environment; • The programme will identify future progression and career routes and students will visit a local industry / university during the spring term; • Students attending the majority of the programme will receive a Llanelli Cluster attendance and participation certificate for Record of Achievement for CV purposes; • Aids transition for learners and provides them with an opportunity to meet future tutors and current MAT students;

38. Purpose • Improve knowledge, skills and attitudes; • Getting students to think more critically; • Stretching, challenging and extending their current skills; • Focus on employability; • Focus on progression.

39. Benefits to mat Learners @ Coleg Sir Gar (ESTYN 2013) • More able learners’ confidence and skills levels have improved as result of these initiatives; • The programme with schools has aided transition for learners and provided them with an opportunity to engage with College teaching staff; • The effect of skills competitions has been remarkable, allowing learners to demonstrate their vocational skills at world class levels. It has also had a profound effect on students’ learning experiences and has increased the quality of teaching vocational skills. • The Sports Academy provides outstanding opportunities for learners in their chosen disciplines and has contributed to numerous successes at national and international level.

40. Update on More Able and Talented Review May 2015

41. MAT review • Aims: • Establish the strategies used by schools, FEIs and LAs to identify, support, challenge, monitor and track MAT learners to ensure they reach their potential. • Identify if there is anything further which could/should be done to ensure the identification and nurturing of MAT learners.

42. MAT review • Included: • Interviews with all FEIs (three of these were undertaken during the scoping phase) • E-survey of a sample of nursery, infant, primary and secondary schools • Interviews with LAs across Wales • Interviews with organisations including regional consortia, Estyn, Governors Wales and NACE Cymru • Four FE learner focus groups (one per consortium area and one with HE students)

43. MAT review • Findings relevant to FE • FEIs would welcome FE-specific Welsh Government guidance on MAT to establish greater consistency across the sector and between FEIs and schools • Need for a common definition of MAT (this would also support the transition of learners) • Need to further develop cross-college systems to better recognise the specific talents and abilities of vocational MAT learners (tendency to disaggregate MAT learners as either academic or vocational identified by FEIs as an issue)

44. MAT review • Findings relevant to FE • FEIs identified the need for a national MAT CPD programme • More opportunities to share practice and for FEIs to work together to develop a consistent all Wales approach • Need to develop more peer support networks and fully exploit on-line or social media channels to inform and support MAT learners • Guidance on any funding streams available to support MAT learners would be valued by FEIs

45. MAT review • Findings relevant to FE • More joint working with parents to help raise awareness of extra-curricular opportunities - a national directory of enrichment and progression opportunities for MAT learners • Need to establish protocols for information exchange about MAT learners and to secure effective data transfer between schools and FEIs • Roll out of further Seren hubs seen as significant opportunities for FEIs and schools to work together

46. MAT review • Next steps: • Final report to be published during summer term • Consider the findings of the report and what further work needs to be undertaken. This could include developing FE-specific guidance, comprising: • MAT identification and support • Tracking and monitoring progress • Impact analysis

47. Workshop Objectives • To provide delegates with an opportunity to discuss more able and talented (MAT) learners; • To provide case studies on current good practice for academic and vocational learners; • To show how FE Colleges can work with Schools to enrich their pupils’ MAT programmes and aid their transition from school to College;

48. Questions?