Speak out for change case study 5: Croydon College
College community day event.
Public speaking opportunities through community campaigning events
About the organisation
Croydon College is one of the largest providers of Further and Higher Education courses in the South East with over 8,000 students enrolling each year with more than 350 qualifications to choose from at a wide variety of levels. Apart from work for qualifications one of the most important strands of activity in the college is the Student Life experience, which includes a comprehensive programme of learning opportunities. Students from across the college are actively encouraged to become involved in student-led citizenship learning projects. This includes engagement in community and volunteering opportunities that aim to bring about positive change.
Introduction to the project
The project involved Foundation Learning students (working mainly at Entry Level 3 and Level 1) following courses in construction, vehicle technology and sport and leisure, involving them in an active citizenship programme incorporating real public speaking opportunities. 90 students took part in citizenship activities and in training for public speaking skills while 20 of these took on a leading role as a project steering group, going on to undertake the most challenging public speaking opportunities.
Project learning objectives
Citizenship activities
A Strong citizenship tradition
Citizenship is well established at Croydon College and very much a part of the student experience, with the expectation that all 16-19 learners will be introduced to the concept of active citizenship through the group tutorial curriculum with wide ranging opportunities for learners to become further involved through cross-college activities.
Impact of Speak out for change project
The Speak out for change project was embraced as a further opportunity to enhance both these areas of provision. All Foundation Learning tutor groups worked on specific citizenship and ‘speaking out’ activities for the College Faith Awareness Week, with several students in each group receiving training to take the lead in running activities and chairing discussions.
Also, the project steering group met regularly, supported by a member of staff and a trainee teacher, to consider issues of concern to themselves, and the wider student body in the College, that they would like to take action on. This was a difficult discussion for them – to prioritise from a large numbers of concerns voiced in the meetings – and there were some delays due to wider College circumstances. However, despite these frustrations good progress and decisions were eventually made, the group members showing determination and good skills of persuasion and negotiation in the process.
Learners initially chose to focus on college issues with a view to developing the necessary skills to tackle wider community issues. However, there was change of focus to tackle local transport issues that were felt to be a major concern to many young people at the College. It was also decided to put campaigning effort into promoting the (Enough Food for Everyone) IF campaign, made up of over 200 charities and which addresses the question ‘If the world produces enough food for everyone, why are children still dying needlessly of hunger?’ Learners researched and considered how to take action on these issues as part of the project, deciding to work on the IF campaign as the first priority.
Public speaking skills and outcomes
Introducing and developing public speaking skills
The project made use of several special workshop sessions from Speakers Trust to ensure that all the Foundation Learning tutor groups received training in public speaking skills. The workshops were lively, interactive and popular with students and gave a very positive momentum to the project and helped secure learner ‘buy-in’ to the project aims. The skills developed in these workshops (such as use of structure, body language, the vital role of good preparation) were revisited and practised throughout the project with learners making use of the planning tools techniques they had been introduced to in the initial sessions. Learners also made and critiqued videos of themselves speaking to help improve their public speaking skills.
Public speaking events
As a first step towards awareness raising about the IF campaign the members of the project steering group made presentations to all Foundation Learning tutor groups. Special arrangements were negotiated by the students with staff and the manager for whole programme area. All students were taken off their main programme to accommodate and support the project for one morning. The session was a valuable opportunity to develop citizenship skills - to identify ideas and proposals to make positive change as part of the IF Campaign – as well as important practice in public speaking for the steering group.
Subsequently, the steering group for worked closely with a UNICEF student steering group at the college to prepare for a college community day, focusing this year on the IF campaign. At the event members of the Speak out for change steering group were able to take on various speaking role including giving formal prepared presentations in front of a large unfamiliar audience in a conference format - outlining the aims of the campaign and making proposals for action that could be taken by students at the College.
Assessment and links with qualifications
The project steering group has been involved in regular opportunities to reflect on their progress addressing what they have done well, how they have improved and also what they consider are their individual areas for improvement. The second completion of the self-assessment tool on presentation and speaking skills clearly indicated a vast increase in both confidence and range of skills developed.
The group has also been able to make judgements about the quality of their own speaking video clips and following discussions were able to identify the appropriate changes required to their performances and the areas for improvement.
Project work was closely aligned with the Functional Skills English (speaking and listening) course followed by all students involved – the Steering Group and all the Foundation Learning tutor groups who discussed the IF campaign - and considerable evidence was gathered for assessment and certification.
An audit was also undertaken to identify any assessment opportunities from evidence of project activities that relate to other elements of Foundation Learning programmes, including qualification units in personal and social development and preparation for employment.
All members of the project group have had their volunteer hours accredited to their UNICEF Pledge Award, another active citizenship scheme which operates in the College.
Learners’ comments
“The experience has given me courage in public speaking. I’ve learnt the importance of eye contact, speaking clearly, loudly and boldly. I now feel very confident to speak to anyone about anything.”
“ I was a little bit nervous, but it was really good speaking on the stage. I was a little intimidated, but I just imagined that no one was watching me. I felt good afterwards. I feel that doing the Speak out for change sessions has allowed me to be stronger in speaking my opinions!”
“I was nervous when I went to the microphone but when I started speaking , I felt more confident. I thought that I would not be able to speak out loud, but I did and was very clear. It felt good afterwards and our tutors came up to us afterwards, telling us how well we did. It felt exciting, even though I was nervous, to be on a main stage talking about the IF campaign”.
Lessons and legaciesThere is strong internal commitment from senior managers to continuing this type of project work with public speaking opportunities, beyond the timeframe of this project. Despite these challenges experienced, involvement in citizenship education projects remains integral to Student Life at Croydon College and opportunities such as the Speak out for change project with its focus on developing real world public speaking opportunities are invaluable in enhancing the learner experience and their aspirations as members of their community. The profile of the project also gave exposure to leaners’ work that encourages higher expectations and full preparation for the world of work as well as gaining a deeper understanding of their place in the communities in which they live.
Project resources
Project contact
Di Layzelle, Project Manager, Croydon College
layzed@croydon.ac.uk
About the organisation
Croydon College is one of the largest providers of Further and Higher Education courses in the South East with over 8,000 students enrolling each year with more than 350 qualifications to choose from at a wide variety of levels. Apart from work for qualifications one of the most important strands of activity in the college is the Student Life experience, which includes a comprehensive programme of learning opportunities. Students from across the college are actively encouraged to become involved in student-led citizenship learning projects. This includes engagement in community and volunteering opportunities that aim to bring about positive change.
Introduction to the project
The project involved Foundation Learning students (working mainly at Entry Level 3 and Level 1) following courses in construction, vehicle technology and sport and leisure, involving them in an active citizenship programme incorporating real public speaking opportunities. 90 students took part in citizenship activities and in training for public speaking skills while 20 of these took on a leading role as a project steering group, going on to undertake the most challenging public speaking opportunities.
Project learning objectives
- Identify rights and responsibilities in relation to how society operates and the contribution they are expected to make.
- Demonstrate an understanding of key citizenship concepts and issues including topical and controversial issues
- Increase social and political literacy
- Play an active role in the life of the college and its wider communities
- Develop the skills and confidence to express their views in a more informed manner and to have a meaningful voice in democratic processes
- Speak publicly on an issue of concern
- Take responsibility for own learning
- Work co-operatively with other team members
- Reflect on and evaluate learning and progress at key points during the project using self-assessment and peer assessment.
Citizenship activities
A Strong citizenship tradition
Citizenship is well established at Croydon College and very much a part of the student experience, with the expectation that all 16-19 learners will be introduced to the concept of active citizenship through the group tutorial curriculum with wide ranging opportunities for learners to become further involved through cross-college activities.
Impact of Speak out for change project
The Speak out for change project was embraced as a further opportunity to enhance both these areas of provision. All Foundation Learning tutor groups worked on specific citizenship and ‘speaking out’ activities for the College Faith Awareness Week, with several students in each group receiving training to take the lead in running activities and chairing discussions.
Also, the project steering group met regularly, supported by a member of staff and a trainee teacher, to consider issues of concern to themselves, and the wider student body in the College, that they would like to take action on. This was a difficult discussion for them – to prioritise from a large numbers of concerns voiced in the meetings – and there were some delays due to wider College circumstances. However, despite these frustrations good progress and decisions were eventually made, the group members showing determination and good skills of persuasion and negotiation in the process.
Learners initially chose to focus on college issues with a view to developing the necessary skills to tackle wider community issues. However, there was change of focus to tackle local transport issues that were felt to be a major concern to many young people at the College. It was also decided to put campaigning effort into promoting the (Enough Food for Everyone) IF campaign, made up of over 200 charities and which addresses the question ‘If the world produces enough food for everyone, why are children still dying needlessly of hunger?’ Learners researched and considered how to take action on these issues as part of the project, deciding to work on the IF campaign as the first priority.
Public speaking skills and outcomes
Introducing and developing public speaking skills
The project made use of several special workshop sessions from Speakers Trust to ensure that all the Foundation Learning tutor groups received training in public speaking skills. The workshops were lively, interactive and popular with students and gave a very positive momentum to the project and helped secure learner ‘buy-in’ to the project aims. The skills developed in these workshops (such as use of structure, body language, the vital role of good preparation) were revisited and practised throughout the project with learners making use of the planning tools techniques they had been introduced to in the initial sessions. Learners also made and critiqued videos of themselves speaking to help improve their public speaking skills.
Public speaking events
As a first step towards awareness raising about the IF campaign the members of the project steering group made presentations to all Foundation Learning tutor groups. Special arrangements were negotiated by the students with staff and the manager for whole programme area. All students were taken off their main programme to accommodate and support the project for one morning. The session was a valuable opportunity to develop citizenship skills - to identify ideas and proposals to make positive change as part of the IF Campaign – as well as important practice in public speaking for the steering group.
Subsequently, the steering group for worked closely with a UNICEF student steering group at the college to prepare for a college community day, focusing this year on the IF campaign. At the event members of the Speak out for change steering group were able to take on various speaking role including giving formal prepared presentations in front of a large unfamiliar audience in a conference format - outlining the aims of the campaign and making proposals for action that could be taken by students at the College.
Assessment and links with qualifications
The project steering group has been involved in regular opportunities to reflect on their progress addressing what they have done well, how they have improved and also what they consider are their individual areas for improvement. The second completion of the self-assessment tool on presentation and speaking skills clearly indicated a vast increase in both confidence and range of skills developed.
The group has also been able to make judgements about the quality of their own speaking video clips and following discussions were able to identify the appropriate changes required to their performances and the areas for improvement.
Project work was closely aligned with the Functional Skills English (speaking and listening) course followed by all students involved – the Steering Group and all the Foundation Learning tutor groups who discussed the IF campaign - and considerable evidence was gathered for assessment and certification.
An audit was also undertaken to identify any assessment opportunities from evidence of project activities that relate to other elements of Foundation Learning programmes, including qualification units in personal and social development and preparation for employment.
All members of the project group have had their volunteer hours accredited to their UNICEF Pledge Award, another active citizenship scheme which operates in the College.
Learners’ comments
“The experience has given me courage in public speaking. I’ve learnt the importance of eye contact, speaking clearly, loudly and boldly. I now feel very confident to speak to anyone about anything.”
“ I was a little bit nervous, but it was really good speaking on the stage. I was a little intimidated, but I just imagined that no one was watching me. I felt good afterwards. I feel that doing the Speak out for change sessions has allowed me to be stronger in speaking my opinions!”
“I was nervous when I went to the microphone but when I started speaking , I felt more confident. I thought that I would not be able to speak out loud, but I did and was very clear. It felt good afterwards and our tutors came up to us afterwards, telling us how well we did. It felt exciting, even though I was nervous, to be on a main stage talking about the IF campaign”.
Lessons and legaciesThere is strong internal commitment from senior managers to continuing this type of project work with public speaking opportunities, beyond the timeframe of this project. Despite these challenges experienced, involvement in citizenship education projects remains integral to Student Life at Croydon College and opportunities such as the Speak out for change project with its focus on developing real world public speaking opportunities are invaluable in enhancing the learner experience and their aspirations as members of their community. The profile of the project also gave exposure to leaners’ work that encourages higher expectations and full preparation for the world of work as well as gaining a deeper understanding of their place in the communities in which they live.
Project resources
- The Boxing Ring is an activity has been used not only as part of this project but other sessions to encourage structured discussion around controversial issues as well as developing the skills of listening and formulating arguments that are reasonable and informed.
- A rights and matching game encouraged learners to explore the term human rights using pictures and eight of the 42 articles of the United Nations Convention on the Rights of the Child.
- A presentation self-assessment quiz helped learners gauge their level of confidence on public speaking and identify areas for development.
Project contact
Di Layzelle, Project Manager, Croydon College
layzed@croydon.ac.uk
