This Working Group is organised by Specialist Evidence, Evaluation and Research (SEER) by Applied Inspiration and supported by Arts University, Bournemouth, University of Leeds and Buckinghamshire New University.
The Working Group focuses on sharing ideas and existing practice around work supporting pathways into and through HE for BTEC learners and learners following associated vocational qualification programmes – CACHE Diplomas, Cambridge Tech and T levels. As well as research being undertaken in this space, and hope that this will lead to a more joined up approach across the sector.
For more information about this Working Group, please click here for the groups Terms of Reference. (Updated in December 2021)
Please join us and help to build this network. If you have any queries about this working group contact NEON@londonhigher.ac.uk.
NEON has created a TEAMs group for all NEON Working Groups. The TEAMs group will assist Working Groups share practice and collectively address the various challenges that arise in widening access. To be part of the group, fill in the form here.
For upcoming meeting dates please view our Events Calendar Here >>
Attendance at Working Group meetings is free to NEON members. Non-members are welcome to attend but there is a fee of £80 per meeting.
Recording: https://vimeo.com/461896198/80e1b3fe30
Presentation: https://www.educationopportunities.co.uk/wp-content/uploads/Supporting-BTEC-students-Working-Group-25th-September.pdf
Chat feature: https://www.educationopportunities.co.uk/wp-content/uploads/Chat-feature-25.09.20.pdf
Presentation by Debbie Smith and Gemma Mcdonald: https://www.educationopportunities.co.uk/wp-content/uploads/Neon-Level-2-presentation.pdf
Delegate list: https://www.educationopportunities.co.uk/wp-content/uploads/Delegate-list-25.09.20.pdf
‘Connecting Research and Practice’ conference co-convened by Chris and colleagues from Sussex last summer
‘Transforming Transitions’
Dr Debra Myhill, University of Exeter
‘This presentation will outline the remit of the Transforming Transitions project, exploring the transition from post-16 education to university, with a particular focus on students with BTEC qualifications. It will then outline the findings from the project, illustrating the range of challenges and barriers faced at university for students with ‘non-standard’ backgrounds. It will show the complexity of the relationships between prior qualification and background, and make recommendations for the sector’.
Drawing lessons from current research
Alexander Blower, PhD candidate in education and inequality, University of Wolverhampton
‘Drawing on data from his doctoral research, Alex will examine the social conditions in which a white working-class male student negotiates his expectations for the future in education and work. Focusing on the case of a single participant whose intention was to attend a local college, the presentation will examine the complex, historically embedded nature of educational decision making, and its influence on which educational trajectories are deemed to be possible.’
PPT NERUPI Evaluation Framework (28 January 2019)
Lancaster University PPT: Working with IntoUniversity to develop a set of shared resources to support BTEC students (28 January 2019)
IntoUniversity PPT by Rachel Cutress, Senior Education Worker, IntoUniversity
(28 January 2019)
Meeting minutes (28 January 2019)
Ucas PPT: The current picture: applications from BTEC students
(19 September 2018)
Case Study by Hayley Dalton, Head of Vocational Design, Pearson Education
(19 September 2018)
AoC PPT: The role of FE colleges: how can we work with colleges to best support the effective transition of BTEC students
(19 September 2018)
Meeting Minutes (19 September 2019)
Guidance for each subject of the reformed RQF BTEC Nationals.
Resources for Extended Project tutors and assessors
University of Manchester – EPQ resources recommended for writing extended reports.
Six Strategies for Effective Learning – Materials for Teachers and Students
Learning Scientists – recommend for their evidence based approach.
The Day is a good source of current material and questions for discussion. Recommended for practising synoptic papers that require reading for information and critical analysis.
#CogSciSci – an introduction – A Chemical Orthodoxy
Network of science teachers interested in cognitive science and how to improve revision/learning.
