Speak out for change case study 4: Newcastle-under-Lyme College
Students speak out
Public speaking opportunities through learner voice and community events
About the organisation
Newcastle-under-Lyme College is a general further education college in North Staffordshire. It provides a wide range of academic and vocational qualifications to over three thousand students from entry to degree level, along with the support services to help learners achieve their goals.
Introduction to the project
The Speak out for change project was carried out in the Foundation and Vocational Studies Department (FVSD) where approximately 170 learners are engaged on one of four programmes from Life Skills at Entry Level to Vocational Skills Level 1. The main project group was made up of 10 Level 1 learners enrolled on a Life Skills programme and working towards a qualification in ‘Enabling Progression’ via a cluster of units validated by the awarding body AIM. The units address aspects of personal development and citizenship learning. Additionally, two further FVSD learners engaged in the project at a slightly later date, both following a Vocational Studies programme in Early Years Education at Level 1.
Citizenship activities
Approach to active citizenship
The project aimed to allow learners real life opportunities to engage in citizenship issues, promoting change by taking part in public speaking. By doing so learners would actively participate in the local community, organising events and meetings to open channels of communication and engage with people of influence. In addition, through planned activities, it aimed to develop a sound understanding amongst learners of potential ‘outcomes’ as a result of action (or inaction) in their role as active citizens. The project combined practical and academic experiences to enhance learning - with a particular focus on communication.
Control of the project was, where possible, given to the learners to foster decision-making, processing and organisational skills. It was hoped to cultivate self-confidence in participants to enable them to engage in dialogue with unfamiliar people and arrange and take part in speaking opportunities.
Choosing a project theme
At the start of the project learners viewed clips from the Speaker’s Trust competition website and the question was posed ‘Could you do that?!’ Arising from this exercise a group discussion took place in which learners were encouraged to discuss issues of concern to them. Many were raised and a democratic vote taken to decide which issue to adopt for the group project.
‘Green and Clean’ was the theme and title agreed for the project involving the original group of ten learners. This related to the poor state of local subways and one in particular which some students use to reach college. Learners carried out an investigation, initially taking photos and asking subway users for their opinions on the state of them, then formulating key messages about the problem and action needed to influence people locally.
The learners were immediately on-board; they were thrilled to be part of the project and were animated and engaged. General introductory work took the form of a written overview and time-line of the project.
Also, during a tutorial with a different group, two additional learners were invited to join the project. Both learners shared powerful personal stories which raised citizenship issues and it was felt that appropriate introductions and speaking opportunities to address their concerns could be found through the active citizenship project. The issues related to the exploitation of teenage boys and girls and raising awareness of a concern within the Muslim community.
Public speaking skills and outcomes
Practicing and improving skills
Having chosen their project topics the group were also quick to begin practicing their speaking skills, engaging in ‘stand up and speak’ activities - these were approximately two minute long mini speeches included in various lessons; they were considered great fun whilst at the same time being daunting and demanding to begin with.
Speaking skills were much improved through the special workshop with Speaker’s Trust, arranged as part of overall provision from the Speak out for change project. Although learners had been engaging in speaking activities in the classroom with each other, the focus of the workshop was about taking those skills to another level. The two additional learners became very much a part of the group and were fully engaged.
Key public speaking events
Opportunities to speak about the ‘Green and Clean’ campaign and other issues included:
For the two further individual projects the students responsible were able to present the findings of their investigations at staff training events on safeguarding.
Assessment and links with qualifications
All learners took opportunities to participate either individually, in pairs or in small groups in formal speaking situations. Following initial hesitation, feedback from learners regarding their input was positive and fostered significant changes in their levels of self-belief, a picture reinforced by staff observations.
Project outcomes to date also include raised awareness amongst the learners of citizenship issues - demonstrated through their participation in decision making and in written tasks. Learners have, for example, developed an extended vocabulary relevant to the project, using terms like consultation, collaboration, tokenism and so on with ease.
Learners have produced a range of written evidence for their portfolios relating to project activities they have taken part in, with written evaluations to add upon final project completion.
A College Active Citizen Certificate was produced at the end of the year to award to all project group learners for their participation.
In relation to course qualifications, project activities and outcomes were closely integrated with two of the College's AIM units - particularly ‘Active Citizenship in the Local Community’ and ‘Oral Presentation skills’ (see Resources section below). The assessment criteria for these unit specifications offered a helpful structure which aided learners’ systematic development and understanding of citizenship and speaking skills. Work from the project has also been used as evidence for the speaking and listening element of the compulsory Functional Skills elements of the learners’ course.
Learners’ and staff comments
“I would never have thought I could go with Jeannette (staff member) to that meeting, but I did and I said……” (Student comments following his invitation to the community forum)
“My mum and dad said I don’t shut-up, I’ve always got something to say since I’ve started in your class. (Student)
“I love being a student rep. I hope we get to see the House of Commons because I want to ask Paul Farrelly (the local MP) to ask our question about safe subways”. (Student)
“The learners in group eight are bolstered by the project. It is clear to see the strides forward they make in relation to confidence and ability in their willingness to speak to others – this has impacted on the profile of foundation learners and the attitude of others towards them”. (Curriculum manager)
“Embedding the project has seen a rise in the confidence levels within our Level 1 learners which was not seen prior to us embarking on it”. (Curriculum leader)
Lessons and legacies
The curriculum leader suggests that the project has fostered opportunities within the community that have allowed learners with learning difficulties (Asperger’s, autism, visual impairment, global delay) to express themselves in situations ordinarily exclusive to mainstream learners. Attitudes towards these learners have been challenged and the staff team has ‘been reminded’ to embrace the confidence to stretch and challenge where possible.
Involvement in the project has undoubtedly enhanced the teaching and learning experience. Speaking and listening activities, e.g. debates, have taught staff that learners rise to challenges readily when they are informed and supported. Staff training and briefing sessions occur throughout the academic year and input from the project has contributed to these, equipping staff with new ideas and suggestions for classroom activities – in particular encouraging staff to consult learners about preferred teaching methods and negotiating their qualifications and enrichment activities.
The project has impacted positively on the Department as a whole, helping considerably with a decision to continue to embed a citizen project in the curriculum in future years to give learners a broad range of speaking and citizenship opportunities. A legacy of the project is that it has brought positive attention to the programme area and raised its profile. Learners have flourished and embraced the project, sharing with peers who are not involved, stories of their progress and involvement.
Project resources
Oral presentation skills is an assignment brief for students based on the AIM unit specification of the same name.
Active citizenship in the local community is an AIM unit specification which links closely to the work of the project.
Campaign photo montage offers an insight into the work of the project and is an excellent presentational example for other learners to consider.
Speak out for 2 minutes is an activity to help students plan and evaluate a short speech to their class.
Project contact
Lorraine Myers, Project Manager, Newcastle-Under-Lyme College
lorraine.myers@nulc.ac.uk
About the organisation
Newcastle-under-Lyme College is a general further education college in North Staffordshire. It provides a wide range of academic and vocational qualifications to over three thousand students from entry to degree level, along with the support services to help learners achieve their goals.
Introduction to the project
The Speak out for change project was carried out in the Foundation and Vocational Studies Department (FVSD) where approximately 170 learners are engaged on one of four programmes from Life Skills at Entry Level to Vocational Skills Level 1. The main project group was made up of 10 Level 1 learners enrolled on a Life Skills programme and working towards a qualification in ‘Enabling Progression’ via a cluster of units validated by the awarding body AIM. The units address aspects of personal development and citizenship learning. Additionally, two further FVSD learners engaged in the project at a slightly later date, both following a Vocational Studies programme in Early Years Education at Level 1.
Citizenship activities
Approach to active citizenship
The project aimed to allow learners real life opportunities to engage in citizenship issues, promoting change by taking part in public speaking. By doing so learners would actively participate in the local community, organising events and meetings to open channels of communication and engage with people of influence. In addition, through planned activities, it aimed to develop a sound understanding amongst learners of potential ‘outcomes’ as a result of action (or inaction) in their role as active citizens. The project combined practical and academic experiences to enhance learning - with a particular focus on communication.
Control of the project was, where possible, given to the learners to foster decision-making, processing and organisational skills. It was hoped to cultivate self-confidence in participants to enable them to engage in dialogue with unfamiliar people and arrange and take part in speaking opportunities.
Choosing a project theme
At the start of the project learners viewed clips from the Speaker’s Trust competition website and the question was posed ‘Could you do that?!’ Arising from this exercise a group discussion took place in which learners were encouraged to discuss issues of concern to them. Many were raised and a democratic vote taken to decide which issue to adopt for the group project.
‘Green and Clean’ was the theme and title agreed for the project involving the original group of ten learners. This related to the poor state of local subways and one in particular which some students use to reach college. Learners carried out an investigation, initially taking photos and asking subway users for their opinions on the state of them, then formulating key messages about the problem and action needed to influence people locally.
The learners were immediately on-board; they were thrilled to be part of the project and were animated and engaged. General introductory work took the form of a written overview and time-line of the project.
Also, during a tutorial with a different group, two additional learners were invited to join the project. Both learners shared powerful personal stories which raised citizenship issues and it was felt that appropriate introductions and speaking opportunities to address their concerns could be found through the active citizenship project. The issues related to the exploitation of teenage boys and girls and raising awareness of a concern within the Muslim community.
Public speaking skills and outcomes
Practicing and improving skills
Having chosen their project topics the group were also quick to begin practicing their speaking skills, engaging in ‘stand up and speak’ activities - these were approximately two minute long mini speeches included in various lessons; they were considered great fun whilst at the same time being daunting and demanding to begin with.
Speaking skills were much improved through the special workshop with Speaker’s Trust, arranged as part of overall provision from the Speak out for change project. Although learners had been engaging in speaking activities in the classroom with each other, the focus of the workshop was about taking those skills to another level. The two additional learners became very much a part of the group and were fully engaged.
Key public speaking events
Opportunities to speak about the ‘Green and Clean’ campaign and other issues included:
- Taking a speaking role at the Christmas concert at a town centre church in front of dignitaries and an invited audience
- Becoming a Student Union rep for Foundation Learners
- Becoming a class rep and attending learner focus groups
- Attending community focus groups with the curriculum manager
- Being a group spokesperson for charity events in the College
- Q&A with members of the public and students to establish a view on the community project
For the two further individual projects the students responsible were able to present the findings of their investigations at staff training events on safeguarding.
Assessment and links with qualifications
All learners took opportunities to participate either individually, in pairs or in small groups in formal speaking situations. Following initial hesitation, feedback from learners regarding their input was positive and fostered significant changes in their levels of self-belief, a picture reinforced by staff observations.
Project outcomes to date also include raised awareness amongst the learners of citizenship issues - demonstrated through their participation in decision making and in written tasks. Learners have, for example, developed an extended vocabulary relevant to the project, using terms like consultation, collaboration, tokenism and so on with ease.
Learners have produced a range of written evidence for their portfolios relating to project activities they have taken part in, with written evaluations to add upon final project completion.
A College Active Citizen Certificate was produced at the end of the year to award to all project group learners for their participation.
In relation to course qualifications, project activities and outcomes were closely integrated with two of the College's AIM units - particularly ‘Active Citizenship in the Local Community’ and ‘Oral Presentation skills’ (see Resources section below). The assessment criteria for these unit specifications offered a helpful structure which aided learners’ systematic development and understanding of citizenship and speaking skills. Work from the project has also been used as evidence for the speaking and listening element of the compulsory Functional Skills elements of the learners’ course.
Learners’ and staff comments
“I would never have thought I could go with Jeannette (staff member) to that meeting, but I did and I said……” (Student comments following his invitation to the community forum)
“My mum and dad said I don’t shut-up, I’ve always got something to say since I’ve started in your class. (Student)
“I love being a student rep. I hope we get to see the House of Commons because I want to ask Paul Farrelly (the local MP) to ask our question about safe subways”. (Student)
“The learners in group eight are bolstered by the project. It is clear to see the strides forward they make in relation to confidence and ability in their willingness to speak to others – this has impacted on the profile of foundation learners and the attitude of others towards them”. (Curriculum manager)
“Embedding the project has seen a rise in the confidence levels within our Level 1 learners which was not seen prior to us embarking on it”. (Curriculum leader)
Lessons and legacies
The curriculum leader suggests that the project has fostered opportunities within the community that have allowed learners with learning difficulties (Asperger’s, autism, visual impairment, global delay) to express themselves in situations ordinarily exclusive to mainstream learners. Attitudes towards these learners have been challenged and the staff team has ‘been reminded’ to embrace the confidence to stretch and challenge where possible.
Involvement in the project has undoubtedly enhanced the teaching and learning experience. Speaking and listening activities, e.g. debates, have taught staff that learners rise to challenges readily when they are informed and supported. Staff training and briefing sessions occur throughout the academic year and input from the project has contributed to these, equipping staff with new ideas and suggestions for classroom activities – in particular encouraging staff to consult learners about preferred teaching methods and negotiating their qualifications and enrichment activities.
The project has impacted positively on the Department as a whole, helping considerably with a decision to continue to embed a citizen project in the curriculum in future years to give learners a broad range of speaking and citizenship opportunities. A legacy of the project is that it has brought positive attention to the programme area and raised its profile. Learners have flourished and embraced the project, sharing with peers who are not involved, stories of their progress and involvement.
Project resources
Oral presentation skills is an assignment brief for students based on the AIM unit specification of the same name.
Active citizenship in the local community is an AIM unit specification which links closely to the work of the project.
Campaign photo montage offers an insight into the work of the project and is an excellent presentational example for other learners to consider.
Speak out for 2 minutes is an activity to help students plan and evaluate a short speech to their class.
Project contact
Lorraine Myers, Project Manager, Newcastle-Under-Lyme College
lorraine.myers@nulc.ac.uk
