- About us
- About colleges
-
Corporate services
- Corporate services
- Mental health and wellbeing
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Employment: How we support members
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability & Grievance
- Employment Briefings Library
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Holiday/annual leave related
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Workforce Benchmarking, Surveys & Research
- Governance
-
Projects
- Projects
- Get Involved!
- Projects: How we support members
- Resources
- The 5Rs Approach to GCSE Maths Resits
- Apprenticeship Workforce Development (AWD) Programme
- Creating a Greener London – Sustainable Construction Skills
- Erasmus+ EXPECT Project
- Digital Roles Across Non-digital Industries
- T Level and T Level Foundation Year Provider Support Programme
- The Valuing Enrichment Project
- Higher and Extended Project Qualifications
- OfS - Higher Education Social Prescribing Project
- Pears Foundation Youth Social Action Programme: Phase 2
- T Level Professional Development (TLPD) Offer
- T Level Curriculum Macro-Sequencing
- Contact the Projects Team
- DfE Multiply Capability Support Programme
- Creative Arts in FE 2024 – developing student voice through creativity
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Brexit
- Recruitment and consultancy
-
Events and training
- Events and training
- Events
- T Level & T Level Foundation Year Events
- Events and training: How we support members
- Network Meetings
- Annual Conference & Exhibition 2023 Resources
- Previous Events & Webinars
- In-House Training
- Senior Leadership Development Programme
- Introducing AoC's Early Career and Experienced Middle Managers Programme
- Sponsorship & Exhibition Opportunities
- Funding and finance
-
Policy
- Policy
- Meet the Policy Team
- Policy: How we support members
- Policy Areas
- Policy Briefings
- Submissions
- Policy Papers & Reports
- AoC Strategy Groups
-
AoC Reference Groups
- AoC Reference Groups
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- Technology Reference Group
- HE Reference Group
- 14-16 Reference Group
- Mental Health Reference Group
- 16-18 Reference Group
- SEND Reference Group
- WorldSkills Reference Group
- HR Reference Group
- Sustainability & Climate Change Reference Group
- EDI Reference Group
- Opportunity England
- Research unit
-
News, campaigns and parliament
- News, campaigns and parliament
- General and mayoral election resources
- Comms advice and resources for colleges
- AoC Newsroom
- AoC Blogs
- Work in Parliament
- AoC Campaigns
- Briefings
- Contact the Communications, Media, Marketing and Research Team
- Communications, media, marketing and research: How we support members
-
Equality, diversity and inclusion
- Equality, diversity and inclusion
- Equality, diversity and inclusion blogs
- AoC’s Equity, Diversity and Inclusion Charter
- Diversity in Leadership
- Black FE Leadership Group and AoC partnership agreement
- AoC's Equity Exchange
- Equality, diversity and inclusion: How we support members
- Equality, diversity and inclusion case studies
- Home
- News, campaigns and parliament
- AoC Newsroom
- Tips from our Quality Conference Speakers
Tips from our Quality Conference Speakers
by Sarah Clancy
In the lead up to the Association of Colleges and Education and Training Foundation’s Conference we have approached some of the speakers to share some insight and tips.
Three tips to improve your coaching practice in your college
Bob Craig, AoC Consultant
- Time-Line questioning. Ask questions that focus on:
• The future (imagination, motivation): e.g. “how will you know when …”
• The past (remembering and drawing on past experiences): e.g. “When have you …”
• The present (getting going and overcoming procrastination): e.g. “What will you do in the next 24 hours to make a start with …” - Strive for small steps and marginal gains. Help the other person to make small, incremental improvements that can be implemented straight away
- Beliefs and habits: Help people to become aware of the beliefs and habitual thoughts and behaviour that restrict, limit or sabotage their chances of success (stop or change these) and the ones that empower and enable them (do more of these)
Here are some helpful external resources:
- www.emccouncil.org
European Mentoring and Coaching Council – good for newsletters, webinars, research - www.associationforcoaching.com
Association for Coaching – good for case studies and resources
How to better the SAR process
Christine Ricketts, Principal, Brooklands College
The new EIF enabled the college to revisit their curriculum. It was used as a developmental tool. Three steps you can take to help you improve your college’s approach to self-assessment in the new Education Inspection framework.
- They worked in collaboration with staff to gain an understanding of what the new EIF means for the college and the language used. They used teaching and learning week for professional discussion around the changes.
- Management training enabled them to reflect on the curriculum and create a forward-looking plan. It enabled them to build better links to employers.
- Senior managers and governors had workshops looking at the areas that were relevant to them. They considered their approach given the current challenges and what specialism to consider. In addition, they were asked to consider the college’s unique selling point and ultimately the impact on the students
Overall the core focus was on keeping an eye on business as usual and the students.
Sequencing the curriculum
Kate Webb, CEO and Group Principal, The Windsor Forest Colleges Group
Sequencing the curriculum is a key area in curriculum planning and a really important area for curriculum leaders to think about. It can help to aid leaning, helps students to grasp concepts and overcome barriers to learning. Here are some of the approaches Kate’s college took:
- They developed a collective philosophy. Sharing approaches in meetings and in teams
- They had a solid communications plan to support the messaging around their approach. This was aimed at both students and staff
- They developed strong building blocks within the curriculum, including policies and procedures
To hear more from these speakers visit:
https://www.aoc-services.co.uk/events_and_training/quality20/