The Herald Plymouth Education Choices January 2015

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Our guide to Plymouth’s education, Education plays a hugely important part in the lives of people of all ages. From primary and secondary schools through to colleges and universities, whether you are a parent or a student, how and what we are taught is the subject of constant debate and seemingly endless change.

Sam Blackledge spoke to some of those on the front line of Plymouth’s education system

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DUCATION is no longer all about chalk on blackboards, dusty textbooks and classrooms full of bored kids.

Plymouth has undertaken a huge push in recent years to boost practical skills through apprenticeships and on-the-job training.

Phil Davies, principal of City College Plymouth, says the Plymouth Growth Board and Employment and Skills Board have helped to identify a number of priorities in this area, with a particular focus on ‘stem skills’ – science, mathematics, technology and engineering – to give teenagers the practical means to succeed in the world of work.

“16-year-olds have never had so much choice,” Mr Davies says.

“One of the things we have seen in Plymouth over the last couple of years is a real alternative to schools opening up, with City College, UTC, the free school, the new studio school at the University of St Mark and St John.

“We have got a really excellent range of vocational options available for 16-year-olds to compliment the traditional A-level offer.

“Equally now we have got some fantastic city-wide apprenticeship opportunities. People are realising they can earn and learn at the same time, and it offers them realistic career opportunities.”

Mr Davies says there are several areas which city education leaders must focus on over the coming years.

“We have clearly got to improve on the number of young people who are leaving school with good GCSE results,” he says.

“We need to make sure we have got a good proportion of adults with the appropriate qualifications, and I think we have got to make some major inroads into the number of young people who are NEET (Not in Education, Employment or Training).

City College Plymouth principal Phil Davies

“The next 10 years is going to be critical. Apprenticeships are going to come to the fore, and that will help to ensure that we are providing young people with core skills and really driving entrepreneurship and innovation.”

A-levels and GCSEs are set for another major overhaul in 2015.

An elite new GCSE grade for the most outstanding students will be awarded only to the top one in five candidates who currently get A and A*, with the old A* to G system replaced with a new ‘1 to 9’ scale, 9 being the top grade.

Ofqual says some current qualifications – like AS and A-levels in human biology and applied business – will be withdrawn to make way for new ones.

Tristan Price, who is a teacher at Tor Bridge High in Estover, says staff across the city are attempting to come to terms with the impending changes.

“My general view is that schools are working desperately hard to deliver the standards of education that Plymouth needs,” Mr Price says.

“Schools work together through ‘teach meets’ to share ideas, and I don’t know a teacher in Plymouth that doesn’t do at least a 55-hour week.

“Like rest of the country, teachers in Plymouth have to spend valuable time getting to grips with new government policies, which may turn out to have some merits, but it takes away from time spent preparing and improving lesson delivery.”

Pete Nash, CEO of the Plymouth Association of Primary Heads, says the city’s unique identity and demographic brings its own challenges to education.

“There are issues around attendance, under-achievement and deprivation,” he says. “There are huge sociological barriers we need to overcome which were identified by the Fairness Commission.

“We have got a Government, through Ofsted and the DfE, which is constantly raising the bar in terms of expectations and standards.”

Mr Nash says the key issues for primary schools surround reading and writing and increasing class sizes, but he believes the city is well-equipped to cope.

“I think we are the best equipped in the region, if not in the country,” he says.

“We have got the most sophisticated system of support.

“I am very optimistic. I think we will see raised standards, we will see a strategy of support to tackle deprivation and under-achievement.”

Three universities all seeking to grow THE plight of the city’s higher education sector has filled plenty of column inches over the last year or so, for both positive and negative reasons.

Plymouth University is recovering from a turbulent period which saw vice-chancellor Wendy Purcell was suspended, reinstated and removed from the role permanently in the New Year, following an apparent row between senior executives.

Bosses insist the student learning experience was never affected, and says now everything has been cleaned up and they are looking to the future.

One of the university’s key priorities is its ‘enterprise agenda’,

designed to inspire business leaders of the future through courses aimed at budding entrepreneurs.

Across the city, the University of St Mark and St John recently

revealed ambitious plans to expand its Derriford campus.

The university is set to expand from 2,500 to 5,000 students, with annual turnover scheduled to grow by £16m to £40m over the next ten years.

Marjon, which gained the top higher education status in 2012, is the third- smallest of the UK’s 120 universities.

Plymouth College of Art, meanwhile, is another growing institution which promises its students will leave “informed, inspired and ready for a career in art, design and digital”.

PCA offers A-levels, BTEC courses and a foundation diploma in art and design.

Schools working to help disadvantaged pupils THE Plymouth Learning Trust, which consists of 67 primary schools and 16 secondary schools, is designed to improve educational achievement and life chances and reduce disadvantage among children in Plymouth and the surrounding area.

Katrina Borowski, principal of Eggbuckland Community College and new joint chair of the Plymouth Learning Trust, says: “One of our greatest strengths as a city is the very diverse nature of educational provision across the secondary sector, which comprises comprehensive and grammar schools, sponsored and converter academies, local authority maintained schools, a free school, a UTC (university technical college) and proposed new studio schools.

Katrina Borowski

“In spite of our differences, there is enormous desire and tremendous commitment across all schools to work effectively together for the benefit of Plymouth children.

“This is a particularly challenging time when there is a significant dip in secondary student

numbers across the city which means that most schools will not be at capacity.

“At the same time, the educational landscape is fast changing with dramatically revised subject syllabuses, a more rigorous examination regime, a new assessment model, changes to school accountability measures and further reductions in funding.”

Mrs Borowski says the group’s main objective is to do the very best for the city’s students.

“It is our duty to ensure that we make their passage through our schools as smooth and seamless as possible, removing barriers to learning and providing them with great, character-building experiences, both within the curriculum and beyond,” she says.

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Schools swot up on A Levels

MORE than 150 teachers from three city schools came together at a conference to discuss proposed changes to further education.

The teaching and learning conference featured a keynote speech from Ofsted inspector Peter Nelson, who outlined the forthcoming changes to A-levels and their potential impact on both teachers and students.

The event, on Wednesday, January 9, was attended by staff from Lipson Co-Operative Academy, Sir John Hunt College and Tor Bridge High, who will work together to assess the impact of the changes over the next three years.

Representatives from exam boards OCR and AQA were also present to support teachers and ensure they have access to the latest materials to support students’ learning.

Rebecca Marshall, a leader of sixth form at Lipson, said: “The conference was an excellent and unprecedented opportunity for teachers from across our three schools at post-16 to continue our work to ensure we continue to offer our students a broad range of A-levels and Level 3 BTECs.

Changes to how schools are graded

The Plymouth Teaching and Learning Conference

“It is more important than ever to ensure that our information, advice and guidance is of the highest quality so students are assisted in making the right subject choices to suit their future aspirations.�

THE Department for Education is preparing to introduce changes to the way it holds schools to account.

Rather than judging schools on how many students achieve five C grades or above including English and maths, from 2016 they will be judged on how they fare in eight subjects, known as ‘Progress 8’.

Schools will be a given a positive or negative score, depending on whether students have made more or less progress than they should have based on their ability when they joined the school.

A group of five school leaders from South East Cornwall have joined together to condemn the changes, saying they do not accurately reflect performance. “While it is important to hold schools to account, it is also important to understand what the figures represent,� their statement said. “The results this year are based on what students achieved in their first attempt in their exams, not what they may have actually ended up with.�

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Choices, choices, choices: There are There’s a popular misconception that youngsters must now remain in school until they are 18. But the education and training options are much wider, including a host of college courses as well as apprenticeship schemes.

Louise Daniel reports

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ou’ve turned 16 and suddenly everyone is asking you about your future. Will you stay on in school? Go to college? Do an Apprenticeship? It can be hard to make those big life decisions that will affect your future.

Much has been spoken about the government raising the participation age (RPA). But what does it actually mean to you and your child?

Under the previous law, the school leaving age was 16.

However from September 2013 the education leaving age rose to 17 and from this year it rises again, to 18. That doesn’t necessarily staying

in school though - there are plenty of education options open to 16-year-olds.

The government raised the leaving age because research shows that young people who carry on learning or training until the age of 18 earn more money, are likely to be healthier and less likely to be in trouble with the police.

Education after 16 doesn’t just mean staying at school full-time: your child can stay at school, go to college, or take up an apprenticeship or get a job - so long as its combined with a part-time education or training course of some kind.

“ “” ” “ “ I’m 16: What do I do next?

■ The school leaving age has not been raised - but 16-year-olds do need to stay in education or training in some form until they are 18 ■ Pupils who left year 11 in summer 2013 need to continue in education or training until at least the end of the academic year in which they turn 17 ■ Pupils starting year 11 or below in September 2013 will need to continue until at least their 18th birthday or until they achieve a Level 3 qualification (equivalent to 2 A levels) ■ This doesn’t necessarily mean staying in school. Your child could study full time in a school, college or with a training provider, they could work (or volunteer) full-time and combine that with part-time education or training or they could start an apprenticeship ■ The law has been changed to make

schools responsible for providing independent careers guidance for their pupils. You can also contact the National Careers Service, visit them at http//nationalcareersservice.direct.gov.uk or call them on 08000 100 900 and talk direct to a trained adviser ■ There is a 16-19 Bursary Fund in place for young people who need the most help. Schools and colleges may also have funding which they can use to provide extra bursaries to anyone they think needs support to continue their education. Visit www.gov.uk/1619bursary-fund to find out if you are eligible We’ve asked the experts at City College Plymouth to give us their best tips on picking the option which is right for you.

Susan Reed, Head of Work-based Learning and Schools Partnerships

Know your options.

Don’t think you need to stay on at school; look at other sixth forms and colleges to see what they can offer. Why not consider a more vocational route at college or by doing an Apprenticeship? Since September we have placed 500 people into Apprenticeships where they can earn and learn

Sarah Sinclair, Senior Careers Advisor

Get some careers advice. Meet with an advisor at school or with the team here at the College to get impartial careers advice.

You want to make sure you have the skills and qualifications to get a job

Don’t just pick what your friends are doing, pick what is right for you and give it a chance.

Remember though, if the course isn’t right for you, other options are always available Teresa Gardner, Director of Business, Healthcare and Academic Studies

Mike Jones, Employability & Enterprise Manager

Narrow your choices. Look at what you enjoy but also what will get you the career you want. Look at your hobbies, previous work experience and school subjects - what did you like about them? Ask yourself what is important to you in a job, a good wage?

Helping people? Once you’ve got a good idea of what you’d like to do, you can start to look for the courses or work experience that will get you there.

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OPEN DAY

Come to City College Plymouth’s Open Day on February 7 to discuss your options - visit cityplym.ac.uk to register your attendance.

“ “ ” ” Dianne Evans, Head of Student Journey

Do your research. Find out all you can about the course, campus or job to see if it is right for you.

Visit websites, attend open days, talk to students or employers to get an idea of what the experience is really like. If you need help with access, finances or learning, tell them in advance so the best solutions can be found to support you

Apprenticeships: Building Your Future With us, you can build a serious and lucrative career within an international company.

As the UK’s leading engineering support services organisation – delivering programmes to over 20,000 learners nationwide and employing circa 26,000 employees – our local apprentice opportunities could be just what YOU or one of your friends or family are looking for.

Based here in Plymouth, Babcock’s dockyard facility is co-located with one of the UK’s premier naval bases, and is home to the many unique and fascinating projects we manage – from nuclear submarine refits to warship maintenance.

Opportunities available to start September 2015, APPLY NOW: • Electrical Apprenticeships • Mechanical Apprenticeships • Fabricator Apprenticeships • Marine Pipe Fitter Apprenticeships • Project Engineer Apprenticeships • Higher Level Apprenticeships • Business and Administration Apprenticeships

Qualification requirements: Electrical Fitters – GCSE Grade C or above in Science and English and GCSE Grade B or above in Maths.

Mechanical Fitters, Fabricators, Project Engineers and Marine Pipe Fitters – GCSE Grade C or above in English, Maths and Science.

Higher Level Apprentices – The above for the trade and then an additional 2 A Levels at Grade C or above, one of the subjects being Maths or a Science related subject.

Business and Administration – 5 GCSE’s at Grade C or above including Maths and English.

We are recruiting NOW, please visit our website for further details on our latest vacancies.

BabcockInternational.com/ DevonportApprentices Facebook.com/ BabcockApprenticesDevonport DevonportApprentices@ BabcockInternational.com

An apprenticeship is an alternative to full time education. You can earn while you learn from age 16!

Make your own decisions.

I was told to stay on at school for my A Levels, but it wasn’t for me.

Instead, I chose to kick-start my career with an apprenticeship.

It’s your life.

You have to do what you want to do Zoe Curgenven, Business Administration Apprentice

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JANUARY 2015 in Plymouth Your guide to EDUCATION

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Could you be one of Babcock’s 100 apprentices?

Apprenticeships are the cornerstone of the global firm committed to Plymouth, explains William Telford

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PPRENTICES are a key factor in engineering support services giant Babcock maintaining its position as a £3.5million company – that’s why it is seeking 100 talented youngsters in Plymouth.

Babcock International Group is the UK’s market-leading engineering support services company, delivering complex and critical asset support in the UK and overseas.

With revenue of about £3.5billion in 2014, and an order book of about £13.5billion, the firm manages vital assets within industry sectors including defence, emergency services, energy, transport, telecommunications and education.

It has more than 29,000 skilled employees who design, build, manage, operate and maintain assets vital to the delivery of many key public services.

In Plymouth, Babcock owns and operates the main refit, maintenance and workshop area of the naval site at Devonport, where it works in partnership with the Royal Navy and Ministry of Defence to provide through-life support for submarines, surface ships and their associated systems and equipment.

Kevin Dwyer, Babcock’s human resources director at Devonport, said: “Apprentices are a key part of maintaining and developing Babcock’s business capability. It is essential the company’s current highly-skilled employees are able to pass on their expertise and often unique skills to ensure Babcock can continue to provide the support its customers demand.

“Apprentices also help move the business forward, by enabling the mix of current cultural and technical perspectives with traditional quality and values.

“This helps the company to evolve to meet modern business demands whilst ensuring that the standards its reputation has been

built upon are not diluted.”

Babcock prides itself on offering “a unique and exciting working environment” for apprentices, providing “the best possible start to an interesting and well-paid career”.

Babcock operates a diverse and complex business, tackling projects that can provide demanding challenges for its apprentices.

Engineering apprentices could find themselves repairing and modernising the weapon systems on a surface ship, for instance, or upgrading and overhauling the power plant on a nuclear powered submarine.

Administration apprentices could be assisting the project team, producing reports and documents or interacting face to face with the customer.

Apprentices follow a formal training programme at an offsite training establishment and learn directly from Babcock’s own experts, working alongside skilled craftsmen and women on a wide range of projects.

They are able to achieve professionally-recognised qualifications and have input into how their own development is managed.

Babcock apprenticeships at Devonport cover a range of disciplines, from electrical, mechanical and project engineering, to fabrication and pipe fitting, as well as business and administration.

Skills are developed to deal not only with work-related issues but many of the situations faced in everyday life.

The firm says this part of the training programme can be very challenging and may provide opportunities for apprentices to get involved in activities such as abseiling, canoeing and orienteering on a one-week residential course in the first year of training, as well as local community projects and national competitions.

‘Babcock not only offers apprentices a competitive rate of pay while they gain hands-on technical knowledge and skills in the workplace but also provides a range of other benefits ‘ Mr Dwyer said: “Babcock not only offers apprentices a competitive rate of pay while they gain hands-on technical knowledge and skills in the workplace but also provides a range of other benefits including a competitive pension scheme, a company share ownership scheme, occupational health

services, ongoing career development and a personal development allowance that can help towards learning other skills such as driving or learning a language.”

Babcock is currently looking for 100 new apprentices, across the full range of disciplines, to start work at its Devonport Royal Dockyard site in September this year.

The company welcomes applications from anyone who will be at least 16 years old on September 14, 2015, and has, or is predicted to have, the required qualifications by that date.

Full details of the apprenticeships available and the qualifications required can be found at www.babcockinternational.com The closing date for applications is March 22.

JANUARY 2015 in Plymouth Your guide to EDUCATION

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Case study: The youngster from Devonport who became an award-winning apprentice

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ABCOCK apprentice Lewis Russell has not only started out on a great career at the engineering giant – he’s gained qualifications, worked on huge warships and won a top national award.

The electrical fitter scooped the prestigious Queen’s Silver Medal from the Worshipful Company of Shipwrights (WCS) for the skills and achievements he gained during his apprenticeship.

It is the second year running an electrical fitter apprentice from Devonport has won this award.

WCS judges examined Lewis’ work throughout his apprenticeship and his teamwork skills were also tested during a tough outdoor pursuits week at Keilder Water.

Six candidates were then shortlisted for a final interview with a panel from WCS and this sealed top spot for Lewis as the best trainee in the UK for 2014.

In their final assessment, judges said Lewis had many of the qualities and skills required to be successful, was a fine ambassador for Babcock and a great credit to himself.

Eric Merryfield, Babcock apprentice development manager (electrical), said: “We are very proud of Lewis and his achievements. We are also extremely

Babcock Electrical Fitter Lewis Russell

pleased to win the title again this year.”

During his apprenticeship, Lewis gained a wide experience of electrical work in all classes of ships, including the helicopter carrier HMS Ocean.

He also worked on Tamar Class lifeboats and the Vanguard Class submarine HMS Vengeance. He is currently employed on the refit of Type 23 frigate HMS Monmouth.

He also achieved NVQ Level 3 in marine installations during that time and is in the second year of study for a foundation degree in electrical and electronic engineering.

He said: “It was a truly incredible moment for me when I knew I had won. It is a great honour.”

Are you 16? Could you be Babcock’s next star?

Babcock is currently looking for 100 new apprentices to start work in Plymouth in September.

You must be at least 16 on September 14, 2015 By that date, you should have at least three GCSEs which include Maths, English and a Science or technical subject - or a minimum of five Standard Grades including these subjects

Babcock are looking for people who show a interest in practical subjects and how machines work It wants people who can follow instructions - and safely Importantly though, Babcock wants people who can work as a team and have respect for others, while having pride in themselves and self-discipline

Babcock by numbers

■ £3.5billion – Babcock International Group revenue in 2014.

■ 101 – number of these who are mechanical apprentices

■ £13.5 billion – value of Group order book in 2014.

■ 29,000 – skilled employees in the entire Group.

■ 91 – number who are electrical apprentices ■ 64 – number of fabricator apprentices

■ 9,000 – number of employees in the Marine and Technology Division.

■ 23 – business and administration apprentices

■ 5,050 – staff at Devonport

■ 5 – sail-maker apprentices

■ 289 – apprentices at Devonport

■ 5 – marine pipe fitter apprentices

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Babcock apprenticeships in action, including getting involved in outdoor activities on a residential course in the first year of training

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JANUARY 2015 in Plymouth Your guide to EDUCATION

How do the changes to education

Peter Nash, from the Plymouth Association of Primary Heads, describes how city schools are taking a collaborative approach to school improvement and how it needs a united approach from the entire city community in order for it to succeed

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hose not involved in education may not appreciate the massive reforms we have undergone in the last two years.

Love him or loathe him former Education Secretary Michael Gove radically changed the educational landscape of England.

These reforms have prompted a diverse but disparate response within each local authority area. In some Local Authorities the support for schools has all but disappeared.

In Plymouth we have managed to embrace the changes without dismantling the advantages of a collaborative, centrally delivered approach. In fact we would argue that without such an approach it would be impossible to tackle the many issues facing a city such as Plymouth.

Every school has a different context in which it is operating and there are massive challenges facing schools each and every day – ‘The Fairness Commission’ recently identified Plymouth’s inequalities and some of our schools face more severe challenges than others. There are some schools with up to 70% of its pupils on FSM, schools with up to 40% of its pupils speaking English as a second language.

Some pupils begin school with very poor communication and social skills. In short there is great disparity within our system and a sophisticated response to these city-wide issues is needed.

The good news is over the past 18 months Plymouth schools have developed the largest and most sophisticated collaboration of schools in the South West, if not the country.

The Plymouth Teaching School Alliance has developed an infrastructure and culture within our schools where every teacher, has a responsibility for every child wherever they live in the city and whichever school they attend.

We have identified over 50 of the best Teachers and 10 highly effective headteachers to work across schools to improve practice and raise pupil progress and attainment- in the schools in which we have worked we have made significant progress in some cases up to 10% improvement in attainment.

Through this collaborative model we have developed data sharing protocols enabling us to track all

pupils’ progress and can now more easily identify city wide trends – such as the issues surrounding boys’ writing at Key Stage 2.

We are not only tackling the more immediate issues surrounding school improvement, but we are now training 65 new student teachers in our schools; employing 80 newly qualified teachers on a supply basis and ensuring that we recruit and train these new teachers to the very highest standards, whilst also securing the very best workforce now and into the future.

This has been achieved by over 80 Plymouth schools becoming members of the education cooperative (PAPH Community Interest Company) which seeks to tackle under

‘We are not complacent about the challenges and problems we face, nor are we naïve about the complexity of the task ahead; but we believe that together we are stronger and with a shared vision we can steadily improve the life chances of all our pupils and make Plymouth a city where great things happen more frequently’ achievement, raise aspirations and improve the life chances of all of the City’s pupils.

We have forged strong partnerships between our schools, the LA and Universities to address the fundamental issues that are not just peculiar to Plymouth – they are national issues.

The infrastructure we have in place and the partnerships we have developed are trail blazing and are nationally recognised with representatives from many associations travelling to Plymouth to see our work. This is something that we should all be proud of.

We are developing a self-sustaining, self-improving school system, led and driven by practitioners. To pull together more than 80 schools in a common approach based upon cooperation, collective responsibility and ethical values is an achievement.

We are not complacent about the challenges and problems we face, nor are we naïve about the complexity of the task ahead; but we believe that together we are stronger and with a shared vision we can steadily improve the life chances of all our pupils and make Plymouth a city where great things happen more frequently and in which it has the self-confidence

and self- belief to celebrate its success.

To achieve this we need every Plymouth business, organisation, community group and individuals to support our work.

Focusing on success instead of apportioning blame for perceived failure; encouraging our youngsters instead of criticising their efforts; offering life affirming and

life changing opportunities will enable our City and its inhabitants to thrive.

Educating children is not the sole preserve of schools, a culture in which children thrive is the responsibility of each and every one of us. We will continue to work hard within our schools, we would like readers to support us in this important work.

JANUARY 2015 in Plymouth Your guide to EDUCATION

Steve Baker, headteacher of Lipson Community College reviews the changes to GCSE and A-Level exams

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ORMER Education Minister Michael Gove may have come and gone in the blink of an eye but his changes to public examinations are about to hit students, parents and schools.

Out goes the A-G grading system, in comes a 1-9 replacement. The new English and mathematics GCSE courses will start this September. However, other courses such as science and geography will be phased in over the following two years. This means for some children some grades will be in ‘old money’, i.e. letters, and some on the new system. Given that the new courses are said to be much tougher and will carry a higher value, parents and teachers are somewhat anxious about the generation that will have to cope with both systems. Students sitting GCSEs this year are also concerned that their efforts should not be devalued.

Gove’s thinking came from American professor ED Hirsch. He

set out to make GCSEs more difficult. This meant greater emphasis on content, examinations, extended writing and the so-called Ebacc subjects. Out went bite-size modules, coursework and controlled assessments.

What does this all mean in reality? Let’s take English as an example. In GCSE English language, the marks awarded for spelling, punctuation and grammar will go up from 13 per cent to 20 per cent. In A level English, pupils will have to study three pre-1900 works – including one Shakespeare play – and one post-2000 work. For GCSE Literature at least one Shakespeare play, a 19th century novel, Romantic poetry and contemporary British fiction from 1914 onwards.

Examinations will also test “unseen texts” to encourage wider reading.

In order to attain the new grade 8 students will need to: summarise and critically evaluate with de-

tailed and perceptive understanding; analyse and critically evaluate, with insight, detailed aspects of language, grammar and structure; substantiate their understanding and opinions with illuminating references to texts and contexts; make convincing and apt links and comparisons within and between texts; use a wide range of well-selected sentence types and structures and precise vocabulary to enhance impact; spell, punctuate and use grammar accurately so that writing is virtually error-free.

This should reassure the media and industry that standards are being maintained year on year. It should be an end to the parade of politicians who each August seek to pour scorn on the impressive achievements of students. To make matters more complicated a limited number of students will be able to attain each grade using a complex mathematical formula.

This means the value of a piece of work or a notional percentage score on a test will be worth a different grade each year. Teachers and schools are concerned that they will no longer know the exact worth of a piece of work.

Other examples of new content

include history GCSE, which will now be assessed entirely by examination.

Five per cent for spelling, punctuation and grammar. Weight given to British history will increase from 25 per cent to 40 per cent.

Pupils will study three era: medieval (500 to 1500), early modern (1450 to 1750) and modern (1700 to present day). At A level, students will cover a 200-year period instead of 100 as at present. For students choosing French or Spanish all questions will be asked in the respective foreign language. At A level 25 per cent of marks will be awarded for four equal skills: reading, writing, speaking and listening, giving more weight to speaking skills than at present.

Schools will also be preparing to teach the new, decoupled A level qualifications with the new content that they contain. This reform is happening across three phases: 2015: Art and design, biology, business, chemistry, computer science, economics, English language, English literature, English language and literature, history, physics, psychology, sociology.

2016: Modern and classical languages, geography, dance, drama, music, religious studies, PE.

2017: Mathematics and further mathematics, design and technology.

AS and A level will be separate linear qualifications. The separate structure means that if a student takes an AS examination on the way to completing an A level the AS outcome will not contribute to the A level grade (as it does currently).

The concept of ‘A2’ is therefore set to disappear. Or will it? The Government failed to get cross party support for this initiative and the Shadow Secretary of State for Education does not appear minded to approve them.

For students the changes will mean increasing their range of researching, essay writing and referencing, and wider skills, for example problem solving, analysis and critical thinking. Module examinations are now out and there will be more exam questions requiring extended answers. For schools the changes mean preparing new courses in every year group simultaneously and with no specimen papers to work from.

Gove’s critics fear the assessment system now means students and teachers are trying to complete the jigsaw without seeing the picture on the box.

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Forget school rules, it’s all about choice

By City College Plymouth

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oung people face difficult choices as they prepare for the job market. Youth unemployment is high and to have a chance of finding work, young people need to ensure they gain the skills and training that employers are looking for.

This can be difficult for young people who are more suited to a hands-on approach to learning.

How can they develop those crucial employability skills?

There is a belief that the raising of the participation age in education or training to 17 is about making people stay on at school for longer; however this is not the case.

Young people have choices: they can continue to stay in full-time education at school; attend college on a full-time, vocational course; continue their studies part-time at college while working or volunteering; or they can apply for an Apprenticeship, which allows them to earn while they learn. Now, more than ever, it is crucial that young people are made aware of all the opportunities open to them.

Opting to attend college gives young people an educational experience which is different from the traditional school system. As well as preparing young people for

Students at City College Plymouth

university-level courses, there’s also the chance to take a more vocational approach to learning, with all classes tailored to their chosen industry sector. By studying at college full-time, part-time or via an Apprenticeship, young

people can gain further employability skills through valuable industry work experience.

Phil Davies, Principal and Chief Executive of City College Plymouth, said: “The College has an award-winning careers team

which provides externally accredited impartial advice and guidance to help young people choose the course and career pathway that is right for them.

“Our courses are built around strong employability skills, supported by an employer-led curriculum and industry-standard facilities.

“Combining this with meaningful work experience and volunteering opportunities means that our students are highly employable, enterprising and resilient.”

It’s never too late for 16-18 year olds to join a course or Apprenticeship at City College Plymouth.

The majority of College courses have variable start dates and pre-course programmes in maths and English run throughout term time in anticipation of the courses which start in September.

For those interested in combining work with study, apprenticeships can be arranged with employers to begin at any time throughout the year.

Anyone interested in starting a course or apprenticeship with the College can attend the College Open Day on Saturday February 7, with representatives from key City employers including Babcock International Group, Princess Yachts International, MGB Engineering, Hymec Precision Engineering and Plymouth Citybus. For more information or to arrange for a tour of the College’s industry-standard facilities, call 01752 305300 or visit www.cityplym.ac.uk

School life: How much will it cost?

Celebrating 30 years of

HOW much does your child’s education cost per child, per year?

■ The average cost of sending a child through school is now over £22,000, which works out at around £1600 per child, per school year ■ £379 on packed lunches and school meals ■ £369 on transport to and from school ■ £186 on basic uniform

School drop off & pick up FREE childcare for 2, 3 and 4 year olds School Holiday care Sensory rooms, lovely gardens ballpool rooms

■ £59 on sports kit ■ £558 on out of school care ■ £1268 extra-curricular activities ■ £480 on music lessons

Open: Monday - Friday 7am - 6.30pm

■ £120 in school trips

Sites at: Mannamead, Stoke, Saltash

And there’s more…

■ Just over a quarter of parents drive their kids to school – 47 per cent walk and 3 per cent bike it

Call Plymouth 511007 enquires@pixieland.info

■ More than one in ten parents have moved house to live in a better catchment area ■ Quality of school is ranked higher in importance than transport links and closeness to family and friends when considering a house move

Pixieland: Claim your free trial week MOD Discounts - FREE trial week worth £175 For more information on the HMS Drake sited Nursery Phone below on

PIXIELAND MANNAMEAD 162 Mannamead Road Mannamead, Plymouth

PIXIELAND STOKE

10 Springfield Drive Milehouse Rd Plymouth

PIXIELAND SALTASH

01752 511007

01752 511007

01752 511007

Long Park Road Saltash PLI2 4AQ

www.pixielanddaynurseries.co.uk

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THX-E01-S4

In association with

PIXIELAND has been established for over 30 years and has nurseries at Mannamead, Saltash, Stoke and HMS Drake.

Pixieland offers care for children from birth to 11 years old. It also offers before and after school clubs for children up to the age of 12 years. Pixieland collects from the local schools in the area and offers holiday care for school children.

It has been awarded Level 4 in Healthy Eating in the Early Years by Cornwall County Council. A 5 per cent discount is offered to MOD families at Stoke, Mannamead and Saltash . It also provides professional nursery care at Rogers Burrow in HMS Drake. It also offers birthday parties at its soft play ball area seven days a

week.

Pixieland has strong parent partnerships with its families and encourages parents to get involved in their children’s development.

The rooms are specifically designed for each age range, allowing the children to development and make friends.

Throughout the year special activities take place including graduations and various educational visitors for example fire service, animal lecture services, guide dog etc. There are CCTV cameras in all rooms so parents can view their children from the office.

Call 01752 511007 to claim your free trial week.

JANUARY 2015 in Plymouth Your guide to EDUCATION

S

tarting school or going up to ‘big’ school can be an anxious time for parents and children. Whether your child is four and starting primary school or eleven and transitioning from primary or secondary education it can seem daunting. Our top tips can help you to take the sting out of moving on up.

Visit. If you can, visit the school before your child starts and take them with you. Walk down the corridors, take in the sights, sounds and smells then reassure your child that everything will get easier with time Be patient. Some children’s behaviour becomes unduly babyish or unruly when they start their new school. Show tolerance, understanding and offer the odd cuddle and reassurance Establish a routine. That means everything from bedtimes to homework. Encourage your child to pack their school bag, get their uniform ready and even make their own lunch the night before school Food. Make sure your child has a proper breakfast before they set out for school in the morning. Evidence shows that children who eat properly be-

1 2 3 4

fore school perform better throughout the school day. The right food can keep your child’s body and mind healthy and ready to learn Sleep. Children need their sleep and although there is no magic number, research suggests that healthy sleep patterns promote all round well-being including better performance at school Tidy up. Regardless of their age your child will now be doing more homework. The amount will depend on the age of your child. Make sure your child has a clean and tidy space in which to do it – not in front of the television. Show interest and encourage them to complete their work on time Take time for fun. Make sure it’s not all work, work, work – children still need time to play, relax, recharge and even be bored sometimes. Give them time to kick back and forget about school Show an interest in what they do. If you show an interest then your child will too. You don’t have to be in their back pocket and put undue pressure on them, just be aware of

5 6

7 8

what they are doing and give them the support they need when they need it Talk to the teacher. Getting to know the head of year, their teacher or form tutor can be a great way to keep involved in your child’s school life even when they go through the inevitable challenges of early adolescence. Most teachers are happy to schedule in meetings with regards to your child’s behaviour and attainment

9

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Mixing the traditional with the practical

The headteacher of Plymouth’s newest school speaks to William Telford

P

LYMOUTH’S newest school has appointed the principal who will oversee its establishment in a £2.5million purpose-built block.

Matthew Lennon, aged 33, is already working on plans that will see Plymouth Studio School open in north Plymouth in September.

The school, one of just 45 of its type in the UK, will teach only 300 children, aged from 14 to 19.

It will specialise in sport, hospitality event management, and sport and leisure, but students will also receive a firm academic education in addition to vocational studies.

The school will be based at the University of St Mark & St John campus site, in Derriford.

Its inaugural intake of 60 Year 10 and 40 Year 16 students will be taught in a section of the Marjon campus reserved just for them.

Meanwhile, contracts are being

drawn which will see a £2.5million, 2,000sq m block built to provide the school’s permanent home.

Mr Lennon, former assistant principal at Kingsbridge Comprehensive School, is recruiting the 10 staff needed to launch the school, planning to eventually double that number.

He said: “I’m excited about leading this new approach to learning.

It’s an opportunity for students and employers to get the skills mix right and to build a talented and capable workforce.�

The Department of Education last summer gave permission for the school to be built.

It will work in partnership with city employers and sponsors City College Plymouth and Marjon, which will allow access to its top-class sports facilities.

The idea is to provide youngsters with the training needed for them to fill jobs in the city’s sports and

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leisure industries, or set up their own businesses.

A “leadership pathway� is for young people looking to work in areas such as management and coaching in the sports, leisure and tourism industries.

A “livewire pathway� will give students a strong foundation in practical skills.

And an “elite pathway� is for talented young sports stars to combine their athletic development with academic studies.

Meanwhile, the students will receive a comprehensive, high-quality education, designed to make them “work ready� and give the opportunity for advanced study in further and higher education.

Mr Lennon said: “My aim is to help students gain the life skills, qualifications and experience they need for the workplace and their careers.

“This is particularly important for elite sportsmen and women who often find it hard to be successful at the highest level and maintain standards at school. The Studio School approach will help them do both.�

He added: “My top focus will be on the quality of learning and teaching across the curriculum. “I’m looking forward to playing a leading role in helping young people become the aspiring sports professionals, coaches, event managers and tourism and travel experts of the future.�

David Gibson, managing director of the National Marine Aquarium, one of 20 employment partners, said: “Plymouth now has a school dedicated to providing a skilled and motivated workforce for our life-style and tourism sectors.�

Stan Cinnamond, director of

Sport at Marjon, said: “This is a fantastic opportunity for younger students to access the world-class sport facilities.�

With only 100 student places available for September, applications need to be received now.

Application forms can be downloaded at www.plymouthstudioschool.co.uk. for Year 12 applications.

Students should apply for Year 10 entry by contacting Plymouth City Council’s admissions team to request an application form at schoolsadmissions@plymouth.gov.uk.

Potential Year 10 parents and students can attend an options event on January 21, 6pm to 8pm at Marjon.

Pre-register for attendance at www.plymouthstudioschool.co.uk or email infor@plymouthstudioschool.co.uk or call 01752 305300.

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Training: Fancy a career in our accountancy?

APLUS training is one of the leading experts in delivering comprehensive training, specialising in accountancy, offering courses and apprenticeships in Plymouth, to the people of Plymouth and the surrounding areas.

The provider has over 500 students on various training programmes and work with some of the leading employers in the South West.

Aplus training is now part of Exeter College (an OFSTED outstanding College) and it maintains its professional and personal approach and consistently achieves

high pass rates. Whilst the AAT Accounting Qualification still remains their flagship course, the dedicated team now delivers training in Business Admin, Customer Service, Management and Team Leading to complement the core offering and to meet the needs of its Plymouth client base.

Aplus also runs short AAT courses that start throughout the year in Bookkeeping and a Business and Finance Access course.

Aplus has courses and starting dates in February for Level 1 to Level 4 AAT. Aplus training also has profes-

sional programmes leading to the Certified Accounting (ACCA) and Management Accounting (CIMA) qualifications. Their aim is to maintain a high standard of teaching, but provide it locally and cost effectively to the South West client group, adding a personal touch to that delivery and supplement it with practical advice and guidance to both students and employers.

Based in Plymouth and Exeter, Aplus have a friendly team of tutors who deliver classroom-taught courses and are all qualified professionals with practical experience.

JANUARY 2015 in Plymouth Your guide to EDUCATION

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Teaching footballers of the future By the Argyle Community Trust

A

rgyle Community Trust is proud to introduce you to their football education initiative in partnership with Plymouth Argyle FC, Ivybridge Community College and the Devon FA. This full-time course encourages talented, young footballers to enhance their development as players through quality coaching led by a team of highly qualified UEFA coaches.

At the same time, experienced academic tutors will ensure the students gain a full education programme suited to the needs of the individual.

Although the course is designed to help the students access a career in sport or football development, many of the skills acquired on the course are transferable to other employment sectors and indeed, where possible, into higher education.

The coaching offered throughout this course is designed to improve the ability of the students and, as part of this process; the students will play in competitive matches throughout the course. Students will train and play against teams participating in various leagues and cup competitions.

The course will be based at Plymouth Argyle FC, Home Park and Ivybridge Community College. Plymouth Argyle Football Club and Ivybridge Community College will expect high standards from the young people enrolled on the course.

The Plymouth Argyle Football Scholarship package will utilise the club to allow students the opportunity to participate within a comprehensive football training programme without sacrificing their academic studies.

The course aims to use the vehicle of sport and the physical environment to provide an innov-

ative and highly exciting location for learning.

The arena will improve student attainment whilst raising self-esteem and confidence and providing a professional football structure to their education.

If you would like some more information about the scholarship programme then please contact education@pafc.co.uk

‘The course aims to use the vehicle of sport and the physical environment to provide an innovative and highly exciting location for learning’

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To book your space on the open evening or for more information contact LEE BRITCHFORD on 01752 562561 ext 4 or lee.britchford@pafc.co.uk

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14 THX-E01-S4

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Cutting edge ICT and applications to learning

By Lipson Co-operative Academy

E

ducation has changed dramatically since Lipson Co-operative Academy first opened its doors 30 years ago. Ever at the forefront of educational development, Lipson has moved with the times and has incorporated the 21st digital world with the classroom.

The Victorian model in many British schools of children sitting in rows where they passively engage in their learning has gone.

State of the art ICT facilities enable students to access the latest new technologies to enhance their progress in their studies.

Today we use the mediums of Twitter, Facebook, Facetime, Google apps for Education, Skype, My big campus, mobile technology and video to safely enhance the learning experience and progress of our students.

Students readily interact with these mediums and have become multi-taskers overnight - they will regularly Tweet while doing their homework - often to their teacher asking for immediate feedback to improve their work.

Their outstanding use of such Web 2 technologies led to Lipson’s proud accreditation as a ‘Leading Edge School’ The world-renowned Mr Bruff, who became an overnight sensation by uploading his English tutorial videos onto YouTube, is proud to call Lipson his home. His videos have achieved over one million views and his eBook became

an international bestseller on Amazon this year.

Lipson Co-operative Academy holds the two highest accolades from Naace, the national association for curriculum and technical provision of ICT within Schools.

The prestigious ICT Mark is achieved through rigorous assessment, and the third Millennium award received for our student’s ability to communicate their clear understanding of the positive impact technology has on their development.

Lipson Co-operative Academy was selected to work alongside the world’s largest and most influential technology giants such as Google and Microsoft and is proud to be a ‘Google Apps for Education’ School and ‘Microsoft Partners in Learning Innovative Schools’ Member.

Our leading edge facilities enables our whole school community to stay informed and share the success of our students. You can follow us on Facebook and Twitter to stay abreast with the latest developments at Lipson Co-operative Academy.

Through the linked video you can begin to have an insight into life at Lipson Co-operative Academy.

Visit www.lipsonco-operativeacademy.coop/Celebrating-Success for more or for a personal tour of the school, please contact us on 01752 671318.

Clockwise from main picture: Georgia Williams celebrates her GCSE results at Lipson last summer, performers at the 100th anniversary of The City of Plymouth Festival of Dance, Music, Speech and Drama which was held at the Academy, Mr Bruff teaches using YouTube, the school’s Big Band

JANUARY 2015 in Plymouth Your guide to EDUCATION

N

otre Dame is Plymouthâ&#x20AC;&#x2122;s only comprehensive school for girls. Part of a worldwide network of schools founded by the Sisters of Notre Dame, this is a Catholic school that welcomes all those who want to learn in a supportive, caring and aspirational environment.

Notre Dame was judged by Ofsted in July as being a â&#x20AC;&#x2DC;goodâ&#x20AC;&#x2122; school, and a Diocesan Inspection rated us as â&#x20AC;&#x2DC;outstandingâ&#x20AC;&#x2122;.

Girls from across Plymouth and beyond enjoy what the inspectors recognised as a â&#x20AC;&#x2DC;very strong family and faith atmosphereâ&#x20AC;&#x2122; and are supported in their progress because â&#x20AC;&#x2DC;relationships between teachers and students are excellentâ&#x20AC;&#x2122;.

This, together with â&#x20AC;&#x2DC;excellent spiritual, moral, social and cultural developmentâ&#x20AC;&#x2122; means Notre Dame students are ready to make the most of their futures. In the past year, the school has seen students leave to study a range of courses at a variety of institutions including Oxford. Whatever their plans, Notre Dame girls are prepared because of the schoolâ&#x20AC;&#x2122;s focus on education of the whole child: â&#x20AC;&#x2DC;head, heart and handsâ&#x20AC;&#x2122;.

For further information, please call 01752 775101

Training a new crop of excellent teachers S

toke Damerel Community College has a wealth of experience in training outstanding teachers and is now recruiting for its next intake of School Direct trainees.

Current trainee Steve Campion joined the College in September 2014 having spent 10 years as a youth worker. â&#x20AC;&#x153;I chose School Direct because itâ&#x20AC;&#x2122;s very practical. I was excited about getting straight into the classroom, it suited me because of the experience I already had from my previous job,â&#x20AC;? said Steve. â&#x20AC;&#x153;At Stoke Damerel you see your mentor every day and each day I learn something new.â&#x20AC;?

Laura Tailford completed her School Direct training at the College in July 2014. â&#x20AC;&#x153;Training on the job is what appealed to me too. â&#x20AC;&#x153;The whole teaching staff is so supportive and you get a bespoke training course and teach from your third week in school, itâ&#x20AC;&#x2122;s the best way to learn. â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;d recommend it to anyone as a route into teaching, it really prepared me for my NQT year.â&#x20AC;?

For more information about applying visit www.bit.ly/sdccschooldirectapply

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Preparing girls for a life of success

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JANUARY 2015 in Plymouth Your guide to EDUCATION

Who teaches parents how to do it?

Mums and dads wondering where to turn for advice no longer need to feel alone, thanks to a new quality assured network of parenting classes. Lisa Salmon reports

A

LL parents need help sometimes - but there's a vast difference between needing help and actually asking for it. With extended families living further apart these days, people often can't just 'pop round the corner' to ask their own mum about a parenting problem, so they either have to work it out for themselves, or they seek help elsewhere.

Indeed, new research has found that 81% of parents think all mums and dads could benefit from advice and information about how to tackle their children's behaviour properly - 77% agreed that those with children under five could gain from such advice, and two thirds thought those with children over 12 could do so.

But while there's a wealth of books and websites about the trials of bringing up children of all ages, sometimes it's just not the same as talking to a real person with real expertise.

Which is where parenting classes come in. And now, thanks to a consortium of national parenting charities, CANparent, there's a new Quality Mark initiative to make sure these classes are fit for purpose.

For organisations to be awarded the CANparent Quality Mark, they must demonstrate that their class reaches certain standards (including making a positive difference to parents), that classes are delivered by competent people with appropriate training and experience, that the classes are recommended by other parents, and that they are warm and engaging.

The aim of the CANparent quality assured classes is to cover all the topics any mum or dad faces, including daily routines, managing sleep issues, coping with difficult behaviour, managing relationships, team parenting, and practical solutions to everyday challenges such as staying calm during a parenting crisis.

The CANparent Quality Mark was launched in England last month, with trial classes dotted throughout the country, and it's hoped the initiative will eventually be rolled out throughout the UK. And for those parents who need help but don't want to attend face-to-face classes, CANparent which consists of organisations including Parenting UK (part of the Family Lives charity), the Tavistock Centre for Couple Relationships and the Family and Childcare Trust - has just extended the scheme to include online parenting classes that parents can access

from the comfort of their own homes.

These are specially-designed e-learning packages combining reading, videos, self-reflection and study, and parents are often allocated a contact point to discuss specific concerns.

CANparent spokesperson Pamela Park points out that a third of parents surveyed by the organisation felt it wasn't socially acceptable to ask for help when their children had reached school age.

But she stresses: "One thing that remains a constant in family life is that parents value and can benefit greatly from additional parenting support to tackle everyday, or on occasions challenging, family situations, whatever their child's age.

"We must change the culture across the country so that seeking out parenting ideas and advice is seen as a positive and practical step."

She says CANparent classes will play a role in achieving this, while also addressing the problem of knowing which sources of advice are actually trustworthy.

"CANparent's Quality Mark aims to empower and equip parents with the skills to manage normal everyday, and on occasion difficult, parenting challenges.

"Ultimately, CANparent aims to promote a shift in attitudes so that seeking family support is seen as a sign of strength."

Emanuela Podda, who attended a CANparent class in London, says: "Often people have the perception that the moment you become a parent you know what to do, or the knowledge comes to you somehow but this is far from real.

"The course has been mind-opening and so important for both me and my child. I think all parents need guidance and support. They need to know that around them there are tools and simple techniques they can introduce to the child's life that will help them both: becoming closer to one another, communicating more and growing together.

"I am so glad I took this course, I have learned a great deal about being a parent. I will treasure all the advice and I'll definitely practice how to give clear instructions, pay more attention to my child's feelings, and do my absolute best to teach my child the skills they need throughout life." :: For information about attending online classes, visit www.canparent.org.uk, and for family support and parenting advice, call CANparent on 0808 800 1102.

Learning to parent is an art form all of its own

JANUARY 2015 in Plymouth Your guide to EDUCATION

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The man who guided 10-year-olds to adulthood

Outgoing headteacher Kieran Earley reflects on the standard of education in Plymouth

A

POPULAR city head teacher who is preparing to take on a new role at an international school in the Netherlands says he will miss Plymouth but is looking forward to a new adventure.

Kieran Earley will leave Devonport High School for Boys at the end of this academic year, taking on the role of principal of the British School in the Netherlands, relocating with his Dutch wife and three teenage sons. â&#x20AC;&#x153;Itâ&#x20AC;&#x2122;s a family decision ostensibly, and a professional one,â&#x20AC;? he told The Herald. â&#x20AC;&#x153;The more I read about the job the better the fit seemed. Itâ&#x20AC;&#x2122;s a chance to go and do something different. â&#x20AC;&#x153;I could have stayed here very happily for another 10 to 15 years.

Plymouth is a great city and Iâ&#x20AC;&#x2122;m very happy here. But itâ&#x20AC;&#x2122;s just one of those opportunities that I couldnâ&#x20AC;&#x2122;t say no to.â&#x20AC;?

DHSB is widely regarded as one of the best schools in Plymouth, having been rated â&#x20AC;&#x2DC;outstandingâ&#x20AC;&#x2122; in its most recent Ofsted report.

Mr Earley has seen radical changes in the education system since taking over in 2008, and says he is now hoping for a period of stability. â&#x20AC;&#x153;Education is always going to be riddled with change. You wouldnâ&#x20AC;&#x2122;t expect anything less,â&#x20AC;? he said. â&#x20AC;&#x153;It would be nice to think the pace and perhaps some of the political elements of that change would reduce over the next two years, to give the profession the chance to consolidate, and that there would be some more cross-party consensus so the profession could lead some of those changes. â&#x20AC;&#x153;Some of the changes have come too quickly and without necessarily being well thought through.

Thatâ&#x20AC;&#x2122;s a challenge that schools donâ&#x20AC;&#x2122;t need â&#x20AC;&#x201C; there are enough challenges in education without them being politically driven.

â&#x20AC;&#x153;But I think Plymouth is dealing with those changes very successfully, making sure children donâ&#x20AC;&#x2122;t suffer as a result of that change.â&#x20AC;?

Mr Earley prides himself on his hands-on approach, taking a keen interest in the progress of individual students â&#x20AC;&#x201C; as The Herald arrives he is tending to a youngster who has hurt his shoulder playing football â&#x20AC;&#x201C; and he speaks proudly of those he has seen progress from Year 7 to university, â&#x20AC;&#x153;from boys to menâ&#x20AC;?.

He also embraces new technology â&#x20AC;&#x201C; he is a keen Twitter user, using the social media tool to promote the schoolâ&#x20AC;&#x2122;s activities and interact with the community. â&#x20AC;&#x153;A school head teacher is more of a CEO now in a sense, in terms of resource managing and budget managing, running a business,â&#x20AC;? he says. â&#x20AC;&#x153;We employ a lot of people. We have very measurable outcomes at the end of it. â&#x20AC;&#x153;But I donâ&#x20AC;&#x2122;t think Iâ&#x20AC;&#x2122;ve let that change my contact with the students and the core purpose of being a school, which is to make sure young people get the best chances in life.â&#x20AC;?

Unlike many chief executives, however, Mr Earley is keen to downplay his own influence, paying tribute to those around him.

The current principal of the BSN, Dr Martin Coles, who will retire in the summer, says Mr Earley is an ideal replacement. â&#x20AC;&#x153;The board members were especially impressed by his energy, educational knowledge, clear and quick intelligence, good humour and total commitment to an exciting vision of British international education,â&#x20AC;? Dr Coles says. â&#x20AC;&#x153;I have absolutely no doubt that Kieran will be someone who, over the next period, will raise the quality and standards of our excellent school still further. â&#x20AC;&#x153;I am very happy to hand over to him, and we will work closely together to ensure that handover is

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â&#x20AC;&#x2DC;Education is always going to be riddled with change.

You wouldnâ&#x20AC;&#x2122;t expect anything lessâ&#x20AC;&#x2122; as smooth as possible.â&#x20AC;?

Mr Earley admits he is taking a step into the unknown, but is relishing the challenge. â&#x20AC;&#x153;Itâ&#x20AC;&#x2122;s quite an adventure,â&#x20AC;? he says. â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;m moving countries. Itâ&#x20AC;&#x2122;s not just one school but four schools, plus a language centre. Thereâ&#x20AC;&#x2122;s an element of risk in that â&#x20AC;&#x201C; itâ&#x20AC;&#x2122;s a new context, new relationships, new people, new understandings of new cultures. Itâ&#x20AC;&#x2122;s going to be an exciting new global experience.â&#x20AC;?

Although he is leaving to make a new life in Europe, Mr Earley says Plymouth will always hold fond memories. â&#x20AC;&#x153;Thereâ&#x20AC;&#x2122;s a strong identity in the city: I will miss that,â&#x20AC;? he says. â&#x20AC;&#x153;Plymouth has a very strong sense of itself. Itâ&#x20AC;&#x2122;s developing and itâ&#x20AC;&#x2122;s going somewhere. I shall look back on my time here fondly.â&#x20AC;?

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18 THX-E01-S4

In association with

JANUARY 2015 in Plymouth Your guide to EDUCATION

What to consider if you’re thinking C

hoosing higher education has many benefits. These include developing valuable skills to give you wider opportunities, studying a subject you’re passionate about, gaining a qualification to help you follow your chosen career and, ultimately, a higher earning potential.

With a huge range of courses available, it’s important to do your research to decide what’s right for you.

If you have any ideas about HE courses you might want to study, it’s worth doing a bit of research as early as possible. Whether this is deciding post-16 options or seeing what you are able to do with the qualifications you are studying at college or sixth form, things to consider are: Do you need any particular grades to move onto courses you’re interested in?

Are there subjects you enjoyed at school that you’d like to explore further?

Are there new subjects you might be interested in studying?

Course choices get much broader at further and higher education, so key word searches are a good idea.

Do you have hobbies or interests you could study?

Find out what’s involved in new subjects – ask your teachers and staff you meet at open days/evenings.

How do you learn best – in the classroom or by real, practical experience?

Open day: Get a taste of university life The University of St Mark & St John will welcome prospective students to their Big Open Day on Saturday February 21.

Open Days offer students the opportunity to get a feel for university life; the day will be action-packed and filled with plenty of activity.

Students can find out about courses, fees and finance, tour the halls of residence and talk to programme leaders, admission advisors and student ambassadors.

Prospective students can tour the campus including the University’s world-class sporting facilities, library, theatre and more. There will also be live music and fun activities, plus competitions with great prizes up for grabs.

The University of St Mark & St John is a small university with a big reputation for providing an outstanding student experience, leading to high levels of employment.

With a supportive learning environment, small classes and excellent student support, the University has become one of the leading education providers in the South West.

Despite being the third smallest university in the UK, the University of St Mark & St John offers its students a big experience and

Four things: To get you started

1

even bigger results. The University is the top in Devon and Cornwall for student employability, with 95 per cent of graduates finding work within six months of completing their studies.

It is ranked 12th in England and 18th in the UK for employability (Source: HESA 2014).

It is also the top performing university in the country for social mobility enabling students from all backgrounds to achieve their potential.

If you are interested in attending one of our Open Days, register at www.marjon.ac.uk where you can find out more about the University.

Alternatively, follow the University on Twitter @marjonuni or use the hashtag #BIGopenday.

Look on the UCAS website search pages for any courses you're thinking about. These detail any particular A levels, subjects or qualifications you'll need, as well as any grades you'll need to get.

They'll mention tariff points too given for post-16 qualifications such as A levels and BTECs. Some universities and colleges require you to have a certain number of tariff points rather than grades for certain courses.

Compare course content. Even courses with identical titles can vary so if you’ve got an idea of what you'd like to study, look at the details of what is taught in each year.

Look at how the course is delivered and assessed. If you don’t perform well in exams, a subject that is assessed mainly on coursework may demonstrate your ability better.

2

3 4

Prospective students at a University of St Mark & St John open day

Seven things to consider

1 2

You’ll need GCSE Maths and English, as whatever course you choose, you'll be expected to have these qualifications or their equivalent.

Go to Open Days and don’t be shy of contacting universities directly to ask questions. You will potentially be studying for three years so it is really important that you are comfortable with your chosen institution and feel it is right for you.

3 4

Find out more about any jobs or industries you’d like to work in and if you need specific qualifications.

Look at how many people from certain courses and universities secure good jobs after graduation – all universities now publish these figures.

The University of St. Mark & St. John is the top in Devon and Corn-

wall for student employability.

5 6 7

Talk about your ideas with people who know you well your parents/carers, family and friends - as it can be helpful to get another view when thinking about your choices.

Look at what students say about their experiences.

Websites such as the Student Room offer a good insight www.thestudentroom.co.uk

Extra-curricular activities are great for demonstrating skills on your university application. Any paid or volunteering work will evidence a whole range of key skills like teamwork, as will sporting, creative or musical pursuits. Some activities may carry accreditation and can contribute to your qualifications. See the UCAS website for more information and guidance.

JANUARY 2015 in Plymouth Your guide to EDUCATION

THX-E01-S4

about university

19

In association with

Suzanne Sparrow

Training the cityâ&#x20AC;&#x2122;s multi linguistics for 37 years

T

he Suzanne Sparrow Language School is a friendly, family-run, professional school with 37 years of experience in providing English language courses to international students.

Our experienced team of well qualified teachers specialise in teaching different course types including General English, Business and Examination training. We even offer evening classes for those who find it impossible to fit everything into the day.

Last year was an exceptional year for the school with Dr Suzanne Sparrow, the Principal and owner, celebrating her 90th birthday, with a wonderful party at the school attended by the Mayor and

Mayoress of Plymouth and local dignitaries.

This year we aim to continue the success of the school and if you join us on one of our many courses you can be certain of a warm welcome and of receiving a high standard of English Language training at the school.

As our overseas students are offered Homestay Accommodation whilst studying with us, we are also looking for new Homestay Providers in the Plymouth area. If you have a spare room and would be interested in offering a home from home environment to a student, or for more details on any of our courses, please contact us on study@sparrow.co.uk or telephone 01752 222700.

20 THX-E01-S4

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