- 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 Blogs
- How to bring real world learning into college
How to bring real world learning into college
At Education Partnership North East (EPNE), we are delighted to have been named a finalist in the Edge Award for Excellence in Real World Learning category, supported by the Edge Foundation.
When judging the entries, assessors looked for initiatives which developed a curriculum which enables learners to have experiences that are real, meaningful, challenging and life changing, as well as demonstrating innovative best practice and excellent engagement with employers and local communities.
In our pursuit of finding innovative ways to ensure students are exposed to real world learning and industry, we developed 'Cultural & Social Capital' as an initiative to explore this further, and to develop the cultural and social capital of students who live in an area of high deprivation.
The project is for creative arts, performance, computing, esports and nextgen students at Sunderland College, and it embraces the ethos of creating opportunities by fostering a whole curriculum area approach. We were already doing great things with external employers, via live briefs and opportunities, but we knew we had to harness our ideas and create a structure that pushed us to be brave and bold with the highest of aspirations for our learners.
The programme currently has six stages.
Stage 1: Induction project based on problem solving in the real world and problem-based learning.
Stage 2: Teacher scheduled activities including preparation for industry inclusion, community projects.
Stage 3: Industry inclusion fortnight with industry experts on site delivering masterclasses, workshops and launching live briefs to staff and students. This is an opportunity for staff to gain industry updates and insights alongside students in an immersive learning experience.
Stage 4: An array of live briefs and commissions.
Stage 5: A EPNE-led employer forum ‘Creating Opportunities with Regional Employers’ (CORE) which supports curriculum design. Employers are exposed to what young people are like, how they think and their contemporary struggles and work with curriculum area leaders to help inform the designing of the curriculum.
Stage 6: A celebration and showcase to industry experts through performance, exhibitions and a digital expo. We utilised opportunities within the project to educate employers on the vast array of life experiences that young people have and what they can offer, and employers were able to interact with students across all subjects.
Throughout the stages, the programme has emphasis on developing social mobility through these experiences. Students are supported, challenged, and nurtured to remove barriers and limitations to their own progression opportunities.
To develop the project further, this academic year we added as seventh stage based on skills competitions. In December we held WorldSkills pressure testing and ran competitions with judges from industry. Not only did this expose learners to competitions, it also prepared them to push themselves and work with others to gain confidence. There is potential scope for an eighth stage to be added in the future.
This initiative has been very faculty led and we really want to inspire other faculties across the group to adopt this same approach or try something similar, pushing innovation and creativity as far as we can.
The programme has had a great impact on the college community, leading to rich engagement with more than 35 employers, and local communities. Our relationships with employers are so strong that organisations come to the college to ask to work with our students based on our reputation in the city. As part of this, students gain knowledge, skills, and behaviours in line with the college’s core values of respect, ambition, authentic and innovation.
Without this project students would not have developed the confidence to participate in these types of real-world activities. If you are wanting to implement something like our project, then just go ahead and do it. Let it evolve into something that is organic within your area that is suitable for your learners and community. Employers have embraced working with us and each year more and more opportunities come our way.
Sheree Rymer is the Faculty Director (Creative, Digital & Computing) at Education Partnership North East.
Find out more about sponsoring an AoC Beacon Award here.