Welcome!

Preparation for Higher Education

Day Three Programme (see pack)

• Essay topic and assessment portfolio

• Presentations• Tools for advising apprentices

about progression to HE

• Study skills:Report writingProof-readingRecap and exercises

• Review knowledge and skills audit

• Prepare Next Steps Discussion

2.30pm Next StepsWith Beneast Training, Blackpool and

TheFylde College, Lancashire Lifelong

LearningNetwork and AimHigher Lancashire

Home Study review

Wiki resources

Mind maps

Learning log

Essay topics

Second set of presentations

Essay Format:• Topics confirmed on Wiki• 1,000 words• Choice of two topics• Double line spacing• Single side of paper• Include page numbers• Typed • Submit in hard copy - part of

assessment portfolio• Deadline Friday 25 March 5pm• Hand in at Beneast (Jane Pigott

– assignment box) or the College (Debra Swift)

Criteria for presentations1. Be well prepared 2. Speak clearly3. Use a combination of a visual aid (such

as flip chart or PowerPoint) and you talking

4. Clear, organised framework5. Relevant content - focus on one or two

angles6. Provide evidence of external references7. On time - not too short or too long8. Try not to be put off by interruptions or

questions

Presentations

WEBSITE REPORTLook at the website of a Lancashire HE provider and consider the extent to which it meets the needs of an apprentice who is thinking about progressing to higher education.

MIND MAPDevelop a complex mind map to illustrate one of the topics covered by this course.

OR• Learning styles and relevancy to your

work• How to introduce the course topics into

your work with apprentices

Progression to Higher Education – Tools for information, advice & guidance (see handout)

Universities andColleges Courses, student life, entry requirements

• Website• Prospectus – download, order on-

line, pick up at current provider• Look at the student union website

– social life, sports and other aspects of student life.

• Contact Admissions Team with queries

All websites for Lancashire Higher Education

providers listed on LLLN website

On-line information about HEDirect Gov - all aspects, from courses and subjects, to finance and entry routes. UCAS - provides essential information about choosing a course, entry requirements and applying for full-time courses.LLLN VisaRoute tool - progression routes for vocational courses in Lancashire. Lancashire County Council’s student services team - individual advice and guidance on HE Progression. Website links to national services e.g. student finance calculator

NEW BOOKLET!• Produced by LLLN & Lancs. WBL

Forum• Types of HE courses, progression

routes for apprentices, places to study in Lancashire, case studies (apprentices progressing to Higher Education), finance, how to apply.

• Get a copy from the WBL Forum or download from their website

Personal contact

• Student services and careers advisors

• Tutors and Mentors – advice that is specific to you

• Current Higher Education students

Find out for yourself!• Open Days and Visits - tour, meet

staff and students, find out about courses, applying, finance, and student life.

• Free taster events and short residentials -meet students and tutors, experience lectures, workshops, student social life and leisure facilities. Sometimes stay in halls of residence. Talks on applying to university, student finance and working while you study.

• Higher Education convention – meet lots of HE providers all in one place and find out about their courses (16–17 yr old, schools)

?IAG Exercise

Write down an example of the kind of HE

progression question you get asked by

apprentices.

Be specific e.g. what course is the person

is doing currently? Do they have any

personal circumstances an advisor would

need to take into account?

(BREAK 10.50 – 11AM)

?

IAG EXERCISE

• How easy was it to provide advice?

• Are you confident your advice would answer the question?

• Did you think of anything not on list discussed earlier?

• Would you find out the info for the person or leave them to it?

• Any questions / conclusions / observations before we move on?

Study skills for higher educationLast time:

Reading – introduce handouts with short texts, specific tasks in their reading, making notes, gradually increase amount and level of difficulty.

Note taking - help understanding, help with assignments. Linear style (note taking, revision) and patterned notes such as mind maps (brain storming). Software converts mind map to linear notes.

Study skills for higher education …Referencing and bibliographies - Harvard systemPreparing assignmentsWriting an essay - format, style, structure

CRITICAL THINKING SKILLSQuestioning and analysis throughout all HE work

• Writing a report • Editing and proof reading• Practice exercises

Report writing

Similar to essay writing - some key differences

Report writing skills• Identified as a learning gap for

those studying apprenticeships and NVQs.

• Not a part of the Edexcel curriculum

• Apprentices need to practise and develop report writing skills

Report writing• Not an essay!• Different structure & writing

style• Shorter sections• Sub-headings• More emphasis on facts and

methods• Includes recommendations• May include summary, contents

page and appendices

KISS – keep it short

and simple!

Assignments checklistSame for reports as for essay or presentation

Before you start check• Title – have you written it down

correctly, do you understand what it means

• Length – how many words• Format – single side, two sided?

Single line spacing, double line spacing? Must be typed? Page numbering?

• Deadline – which day and time, check!

• How to hand in – electronic submission, hard copy? Cover sheet?

And stages same as for essay:

Work out a schedule

1. Clarify the task2. Collect and record

information – research, reading, notes

3. Organise and plan – key points

4. Write an outline plan 5. First draft6. Editing, writing, revisions7. Final Draft8. Submission

Report has different structure

to essay …

• Introduction including aims andobjectives (what)

• Methodology (how you researched the topic)

• Findings/results (factual report)• Discussion (your interpretation)• Conclusions and

recommendations (logical, what next)

• Appendices (only if relevant)• Bibliography

Appendices• Information such as detailed

methodology or findings - summarise in main report, expand in appendix – but only if relevant and useful

• Not part of word count –beware over-use!

• Mark “Appendix A”, “Appendix B” etc• Put after conclusion, before

bibliography

Contents page If report more than 2 pagesList of headings, sub headings, tables, diagrams, appendicesInclude page numbers

SummaryDoes what it says on tin – focus on key findings, conclusions and recommendations not methodology

Report writing style• Concise but full

sentences• Precise detail• No ‘flowery’ or emotive

language• Include charts, graphs, tables,

bullet points• Formal tone – avoid first person

e.g.

“The following questions were identified

as being relevant for an apprentice …”

Rather than, “These are the questions I

thought an apprentice might ask …”

Report writing assignmentTOPIC

Look at the website of a Lancashire HE provider and consider the extent to which it meets the needs of an apprentice who is thinking about progressing to higher education.

POINTERS: Is all the information the apprentice would need available? Is it easy to find? Is it written in a way that would encourage an apprentice? Compare your chosen provider’s website with that of one or two other Lancashire HE providers.

Report writing assignment• Very short! 400 - 600 words (around 2

pages)

• What are the key questions an apprentice would ask? What information would they want to find? Make a list then try to answer the questions using website.

• Could you answer the questions? Is the website easy to use? What types of student is it aimed at?

• You are not asked to make recommendations, but you can if you wish to - what is missing, how could the website be improved?

• Follow the suggested headings for your report structure – some sections may be short.

Report writing assignmentFORMAT

• 1.5 line spacing• Single side of paper• Page numbers• Typed • Submit in hard copy - part of

assessment portfolio• 5pm Friday 25 March

ANY QUESTIONS?

Editing and proof reading

Always check your work – WHY?

Silly mistakes make you look bad!

• distract from the content

• can confuse the meaning

• annoy the reader

Never trust Word’s spelling and grammar checks …

William Tell shot an arrow through an apple while standing on his son’s head.

Under the declaration of Independence, Americans enjoy the right to bare arms.

Handel was half German, half Italian and half English.

Solomon had 300 wivesand 700 porcupines.

When proof-reading, check:

• Meaning – is it clear?• Organisation and structure –

clear and logical?• Evidence – well-explained and

relevant• References – correctly used• Style – longer and flowing for

essays, short and concise for reports, bullet points for presentations

• Correct punctuation, spelling and grammar - very, very important

• Presentation – does it look professional, neat, effort put in

TipsMake time in your essay plan to read it through the next day when head clearGet a friend to check it / swaps work for checkingDon’t rely on spelling and grammar checks in word. Create a list of any personal “Bêtes Noirs” (e.g. when to use apostrophes) Get help if not confidentUse services available – student mentors, even proof reading services

More on study skillsLots to read on Wiki site:

Reading / Note-taking / Referencing /

Preparing assignments / Essays / Reports

Group work and teams in HEThink about buying a study skills

book – or get from library:• Cottrell, S (2008) The Study

Skills Handbook, 3rd edn., Palgrave Macmillan, Basingstoke

• Northedge, A (1990) The Good Study Guide, Open University, Milton Keynes

Check out: www.skills4study.com

Study skills exercisesChoose:

1.Referencing exercise2.Essay writing – choose one of the

essay titles, think about what topics the essay might cover, rough out an outline of what would go in each sections. Think about what research you might do.

3.Report writing – think about how you would research the topic, and work out what would go in each of the report sections.

For Essay and Report tasks be ready to feed

back afterwards.

Assessment portfolio recap:

Hand to Sarah Pigott (Beneast – assignment

box) or Debra Swift (BFC)

5pm Friday 25 March

HARD COPY in a file or ring binder with

University of Hull cover sheet

• Summary of Learning Log: 400 – 600words

• Copy of presentation slides and notes

• Formal report: 400 – 600 words• Essay: 1000 words

Assessment portfolio recap:• Further details on Wiki site – including

format• Keep a copy of all work (hard or

electronic)• Number pages & write your name on

loose pages• Tutor marks work, then moderated by

Hull, then returned to you with final mark.

• Later – transcript of credit.• Support from HELMS available to read • through assignment and give

feedback.

Any questions?

Contact Lucy by email with questions or

for advice: lucy@lloydconsultancy.co.uk

Lunch!

Start again at 12.45pm

Presentations part deuxWEBSITE REPORTLook at the website of a Lancashire HE provider and consider the extent to which it meets the needs of an apprentice who is thinking about progressing to higher education.

MIND MAPDevelop a complex mind map to illustrate one of the topics covered by this course.

OR• Learning styles and relevancy to your work• How to introduce the course topics into your work with apprentices

Before Next Steps Discussion

Four things to present to external colleagues

P4HE Course1. What have you found most useful?2. How could it be improved?

Next Steps3. How do you want to support

apprentices to progress to HE?4. What support/resources do you

need to achieve this?

Flip chart on each question Someone to talk about each of them

Topics covered since December

Barriers to apprentices progressing to HE:

Lack of awareness & confidence, perception that HE is “not for me”, practical barriers – time, venue, employers not supportive

Differences between studying in HE, FE and workplaceHE more academic / less practical, more independent working, research and wider reading, more theory, pace faster

Sources of information for advising apprentices about progressing to HE:

• Uni/College websites and prospectuses

• UCAS• LLLN and VisaRoute• DirectGov• Passport booklet• Visits and open days• Tutors• Student services and

career advisors• HE students

Skills apprentices need to developfor HE study:

• Learning independently• Self-awareness e.g. own

learning style• Reflecting on learning and

setting own goals• Critical thinking• Motivation and time

management• Study skills – reading, note-

taking, referencing, different types of assignments (presentations, essays and reports)

Two fact-finding trips:• HE facilities at BFC and UCLan,

incl. library and IT

• HE Learning Mentors at BFC

• Admissions staff at UCLan

What have been the most useful parts of the course?

If we were to run it again for other trainers, assessors and IAG workers, how could it be improved?

Knowledge and skills audit

Take a couple of minutes to think about what progress you have made.

Highlight/underline anything you want to develop further or haven’t made progress on yet.

Knowledge and skills audit

In which areas has this course helped you to develop

Where are there still gaps and what will you do about them?

Issues raised during the course:

• How to raise awareness that HE progression is possible via apprenticeship route – planting seed early, from initial IAG with students/parents

• How to raise awareness with employers e.g. employer forums

• How to integrate approaches to apprenticeship progression across teaching and student support services in your organisation

• How to raise awareness of HE e.g. via visits, one-on-one review and mentoring

• How to embed development of study skills into work with apprentices at early stage e.g. reading tasks – increasing difficulty and length, short presentations in class, modelling critical thinking and questioning approach

Raised questions about:• Run this course for apprentices

focussing on independent thinking and study skills? Or include IAG as well?

• Should it be an “add on” or delivered within existing courses/frameworks?

• Should it be for all apprentices or only the most able? How would you select?

What should the next steps be for you and your organisation?

Split into Beneast and BFC

Put recommendations on flip chart

• How do you want to build on this course? What do you want

to happen next?

• What support/resources you need toachieve this?

And finally …

Feedback forms please!

Thank you and well done!

Break until 2.30pm