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The college

Worthing College is located in a coastal borough with a population of just over 100,000. When the college changed its name from Worthing Sixth Form College its core business remained 16- to 19-year-olds studying level 3 courses. Nevertheless, the number of students on level 2 courses doubled in September 2005 to 173, out of a total of 1,254.
In Worthing, the public, financial and business sectors are the largest. There is more high-technology manufacturing than the UK average, a high proportion of knowledge workers and very low unemployment.
Year 11 attainment in Worthing fell in years prior to 2005, and less than 50 per cent of students gained five or more GCSEs at A* to C grades. The increase in need and demand for level 2 courses post-16 influenced the college’s expansion of level 2 provision.

Vocational background

The college has always been committed to GNVQs for post-16 students who performed modestly at GCSE and were uncertain of their next step. The courses provided a good general education, keeping both vocational and academic routes open, and could be combined with key skills and/or re-takes in mathematics, English and science GCSEs. The courses were sufficiently different from the curriculum in years 10 and 11 to offer a fresh start. The aim was to retain GNVQs for as long as possible.
Position at September 2004
Prior to September 2004, intermediate GNVQs in health and social care, leisure and tourism, information and communication technology (ICT) and business were offered with the BTEC First Diploma in public services. The offer also included GCSEs in mathematics, English and science, NVQ level 1 and 2 in Spanish and level 2 Key Skills in application of number, communication and ICT.
Since September 2004 BTEC First Diploma provision has expanded with the addition of applied science, media and design. BTEC First Diploma for IT practitioners also replaced intermediate GNVQ in ICT. This increase in provision was not accompanied by any fall in the numbers taking the GNVQ courses.

Position at March 2005

A major influence on the choice of replacement qualifications for GNVQs was the ease with which students could progress from the qualifications to a level 3 course. Delaying change until September 2007 provides time for teams to become familiar with the new level 3 vocational courses before taking on new level 2 courses. It also provides time for visits to see what other centres are doing. Meetings held each half-term between the manager responsible for gaining BTEC centre approval and all the vocational team leaders will review how the new BTEC first diploma courses are working.
The four new BTEC level 2 courses (health and social care, leisure and tourism, ICT and business) successfully completed the Edexcel national standards sampling exercise.

ICT

Former staff made the change from intermediate GNVQ in ICT to the BTEC First Diploma for IT practitioners. The present team does not have the same familiarity with the BTEC course and had concerns about engaging students in some of the content, for example the fetch-execute cycle. They plan to review their experience after a further year and may offer the Edexcel level 2 Diploma in digital applications for IT users (DiDA) in 2006/7. They are attracted to this course because of its practical nature, although the college’s IT hardware is inadequate for its demands at present.

Leisure and tourism

As the intermediate GNVQ in leisure and tourism was very successful, with retention and achievement significantly above national benchmarks, the college intended to offer it for as long as possible. However, the team did investigate various options to replace the GNVQ, including whole qualifications and combinations of awards.
The Edexcel BTEC First Diploma in travel and tourism is the most similar to the existing GNVQ. The three core units are similar to the units of the existing GNVQ and centres select three optional units. One of the optional units is organising an event, which proved popular in the GNVQ due to its practical nature. It develops students’ teamwork skills, leading to the key skill of working with others. While the work-based project unit looks interesting, students need a work placement in the travel industry to complete it and these can be difficult to find. The key skills of working with others and problem solving could be incorporated within this unit, and students could also gain evidence for an NVQ in customer service. It is likely that employers and other colleges are aware of this qualification.
The team has also looked at the City & Guilds level 2 First Award/Diploma in travel and tourism. The award is 180 guided learning hours and the diploma is 360 hours. The course is 100 per cent internally assessed. The units can be made practical and vocationally based.
An additional qualification, which could be offered alongside either of these qualifications, is the City & Guilds Certificate in travel destinations, offered at levels 1 and 2. This is a 60-hour guided learning course, with assessment in the form of a one-hour multiple-choice examination, available three times a year. The college currently offers the City & Guilds level 2 Certificate in travel (travel agency) (ABTAC) and City & Guilds level 2 Certificate in air fares and ticketing (IATA level 1) to the GCE A level travel and tourism students. The students work through a pack from TTC Training and enjoy working independently.
Advanced level/level 3 students find these courses to be demanding, therefore intermediate/level 2 students would take level 1. They would start at this level if they went to work in a travel agency. Unless the students are working and getting experience to support the learning of these additional qualifications, it is difficult for them to achieve higher than level 1.
Although the college intends to offer the BTEC first diploma, it does not feel that the BTEC National Diploma in travel and tourism would necessarily be the most appropriate progression as it commits students to another two years at college and some students want to complete only one further year. Offering the GCE A level in travel and tourism would enable students to gain their qualification after one year.

Health and social care

The BTEC First Diploma in health and social care was considered as this provides a broad course and offers progression to the GCE A level in health and social care. This is an important consideration as progression rates from level 2 to level 3 are good at present.

Business

The Edexcel BTEC First Diploma in business and OCR National Certificate in business were both considered. The college is likely to choose the Edexcel course because staff believe it may link in better with their Young Enterprise Scheme. They do not anticipate early introduction of level 3 vocational provision in this area. The number of students taking VCE applied business over recent years has been low and it failed to run in 2004/5. If the BTEC First Diploma in business proves popular, this decision will be revisited.

In addition, the college is working collaboratively with other providers and agencies to increase participation at levels 1 and 2 and address organisational issues that expanded provision present. A particular issue is developing staff expertise in teaching level 1 and 2 learners. The college is piloting a level 1 course including a retail element in 2005/6 and is exploring ways of improving its Key Skills/Skills for Life provision for students on level 1 and 2 courses.

Position at June 2005

Planning for the withdrawal of GNVQs needs to be seen in the wider context of a very significant expansion of level 2 activity at the college. The college’s experience gained running BTEC Firsts in public services, applied science and media and design has led the three remaining GNVQ teams to opt for the equivalent BTEC First Diploma as the replacement.

The ICT team’s reservations about the lack of practical content in the BTEC First Diploma course were justified by the results, where nine distinctions, three merits, one pass and one below pass were achieved on the practical unit, compared with an overall performance of no distinctions, three merits, nine passes and two below passes. The team has changed one unit for next year and will continue to give the course a fair trial, but is considering DiDA.

The other three courses were either new to the vocational area, new to teaching at this level or, in case of design, both. However, the courses have been successful. It has been a steep learning curve but a rewarding one. Retention has been 77 per cent and pass rates are expected to be high; the in media course, all students have passed. The programme team leader for design felt it had been a rewarding experience. Some of the students who had not appeared very promising at the beginning had come through and done well, which shows it is important to persevere with some students.

Details of the expansion of level 2 provision

In 2003, 61 students completed level 2 provision; this increased to 74 in 2004 and 130 in 2005. The majority of level 2 students previously tended to be students who did not meet the required entry requirements for level 3. It is notable that more students are now applying to the college for level 2 studies. By June 2005, 70 students had applied as compared to 32 by the same time in the previous year. Possible reasons for this include:

· increased emphasis on level 2 by the college, Learning Skills Council and nationally, which is reflected in college communications and marketing
· increased range of courses means there should be courses tailored to most students’ needs and interests
· students’ attraction to BTEC courses
· decline in year 11 attainment at GCSE in Worthing in recent years
· success of the BTEC public services course (two groups this year).

Communication materials and activities

The college is always seeking to improve its communication and recruitment. In September 2003, the college did not meet its student target and this led to a thorough overhaul of this area, particularly the college open day. The last two open days have been much livelier and the college has recruited well as a result. In 2003 and 2004 the college produced a separate level 2 brochure, as well as referring to level 2 courses in the main prospectus. This year the intention is to produce the main prospectus in September 2005 and produce the level 2 prospectus later in January 2006. The college will then take the prospectus to the partner schools as part of a level 2 road show, as the college recognises the importance of speaking directly to potential students about the range of courses being offered.

Impact of the change process

The increase in the number of level 2 students and the number of courses means that provision at this level becomes a more significant part of the college’s work. It has put pressure on rooms and space and was one factor in producing a different timetable for the whole college the following year.

The college reviewed key skill delivery and found a significant increase in both tests passed and portfolios completed. Particularly successful were the changes made to adult numeracy that removed the need for the portfolio. More information is given on test performance, including identification of the questions students get wrong, enabling the tutors to help students improve. The idea of entering some students for level 1 worked very well; there were students who passed a mathematics exam for the first time in their lives, boosting their self-esteem. Sixty-eight per cent of students who had more than one attempt at the test improved, with some progressing from level 1 to level 2.

Building on the tutorial programme and key skills work, the college is developing an employability skills package. This will be part of each level 2 programme, incorporating the key skills but relating them to work. Effective speaking skills will incorporate using the telephone, taking messages, client contact skills, interview techniques and practice interviews, as well as presentations and effective participation in discussions.

The college also tried online testing for key skills for the first time and expects to adopt online testing as the norm. The instant feedback is seen as a benefit, although students who are dyslexic or need to read from a particular coloured background may still find paper tests more suitable.

Increased level 2 activity is likely to bring more activity at level 1. This year Worthing began an Access to Further Education Project with Northbrook College and began planning a level 1 course. The college intends to adapt and extend the Access to Further Education project with a target of 40 students.

Monitoring activities

Twice each term there is a meeting between the accreditation manager and the vocational team leaders. This has proven valuable for exchanging good practice and particularly useful when new courses are introduced. It has allowed teams to exchange experiences and can also be used for monitoring purposes. The key skills team meets on a weekly basis and has an annual review meeting. Worthing’s admissions procedure and publicity are reviewed regularly with specialist interviewing of level 2 applicants. The college aims to record the reasons that students give for dropping courses and take action to address them. It also aims to monitor student destinations in terms of employment or further education. All teams, whether course teams or service teams, produce a self-assessment report.

Plans for 2005/6

The college plans to add sport to the range of BTEC Firsts, introduce the employability skills package, provide BTEC Introductory Certificate and Diploma in business retail and administration as a full-time level 1 course and adapt and extend the Access to Further Education project with Northbrook College with a target of 40 students.

Key lessons

Overall the college has found that implementing the new BTEC courses has been a challenge, but a worthwhile one. The college notes the following key lessons:

• Group tutors – The commitment of tutors to teaching on level 2 courses means that students’ progress is closely monitored and students are given appropriate pastoral support. This supports student achievement and hence the level 2 tutorial system was not altered when the tutorial system elsewhere in the college was changed.

• Consultation and learning from others – There have been many opportunities for sharing good practice both within and between departments and with external organisations. For example, the college has worked with a facilitator from the Skills for Life Unit, which has supported the development of the employability skills package.

• The need to reward, celebrate and encourage – The tutorial package that level 2 students receive now, and from which the employability package has grown, involves rewards for good attendance and effort and recognises achievement. The impact of success in level 1 basic numeracy has reinforced the importance of this. Level 2 students will be given something like the National Record of Achievement to record and hold their achievements. The instant feedback that online key skills tests can give will be appreciated by level 2 students.

• Progression has been a key issue for the college, guiding the choice of replacement qualifications. The majority of the college’s level 2 students applied originally for level 3 courses, and often see progression in terms of continuing on to a level 3 course at the college. However, for some students progression to a level 3 course may be a struggle and may not be the best option. The college has a progression week as part of the level 2 tutorial programme and is working with Connexions to enhance personal career planning for all level 2 students. This will also from part of the employability skills element of all level 2 courses.

Three student case studies

Worthing student A: BTEC First Diploma in applied science

This college student reported being ‘definitely happy’ with his choice of course in January 2005. He chose the course because it encompassed chemistry, biology and physics and he preferred this to taking the disciplines separately and because he had enjoyed science at high school.

At the college open evening he had looked at all the science, IT and mathematics courses available, but then narrowed it down to a level 2 course (ie GCSE) or this course.

He preferred coursework to exams and felt the portfolio-building had enhanced his organisational skills. He enjoyed the class discussions and IT-based research. He would like to have been better advised about the fact that key skills are embedded in the course.

The vocational element of the course influenced his final choice. He job-shadowed a technician as part of the course, which he enjoyed, and this has increased his desire to continue in this line.

At this stage he saw his future as involving something in the scientific field, possibly chemistry A level, and wanted more information on the level 3 BTEC and other vocational courses.

When interviewed the following academic year, the student had completed the course. He had really enjoyed it, especially the Integrated Vocational Assignment linked to the study of a local industry, which involved a trip and interviewing the management and employees. He had also enjoyed the practical investigations into the applications of science, which appealed to him more than written work.

In retrospect he felt he had not realised the importance of meeting deadlines in building up his portfolio. He achieved a merit but had to put in a lot of effort towards the end of the course to improve his assignments to this standard.

Although he had planned to study to progress to a level 3 BTEC medical certificate, he decided he wanted a course that would lead more directly to employment. He is now at Northbrook College doing a two-year City and Guilds level 2 automotive engineering course, which involves day release and pay.

When he leaves college he wants to get a job in a garage as a mechanic and possibly carry on to get a higher City & Guilds qualification. He would like to go to university later or consider the possibility of employer sponsorship to continue his education.

Worthing student B: BTEC First Diploma art and design

This BTEC student chose the course as she was interested in art and wanted to improve her existing art skills as well as learn new ones, such as photography and design.

She had seen the college prospectus and had enjoyed both the practical sessions (on photography and use of Photoshop computer software) run on the college induction days.

As a result of being on the course, the student felt she had developed new skills in computer design, photography and graphics and had improved her existing drawing skills. She also felt that her time management and study skills had improved.

She enjoyed the course and it met her expectations. She felt the course could have been improved if more explanation had been given about how tasks related to end products.

A year on, the student had completed the course and progressed to take AS levels in graphics and photography and GCSEs in English and mathematics. The courses are going well and she is enjoying them.
 
Because this student did not know what her aims were at the outset, she felt her aspirations had grown out of the course, rather than the course being a means to an end. She aims to continue in education, complete her A2s and then study art and design either at university or through a foundation course.

Worthing student C: BTEC First Diploma in public service

Student C applied for this course as he felt it would give him more confidence and a boost to get accepted in his choice of service. At the moment he hopes to enter the police force and eventually get into the dog unit.

His brother, who had previously done the course, told him how good it was, and a friend in the police force (who had not actually done the course) also told him about it. He researched it on the internet and come to college open days. He looked at other courses, including A level law, before deciding on this one, but he did not get suitable grades to pursue that avenue.

The student received a course description sheet but found talking to other people was most helpful in deciding. If there had been a taster day dedicated to the public service course he felt he would have been likely to attend it. The student felt his school could have given students much more information about college courses and career choices.

By the following year the student had completed the course, achieved a merit and progressed to the National Diploma in public service within Worthing College.

He said he enjoyed the BTEC first and learned a lot from it. The course was exactly what he had expected and he had made new friends, gained more confidence, become more physically fit, learned new skills such as IT.

This student was keen on group work and liked presentations. He also liked practical assessments but was frustrated at times when he felt the other students were not focused enough. He understood the assessment regime and grading of the units, partly due to the handbooks and also the instructions given by the teachers.

He aimed for, and got, a merit as he knew this was required to progress to an advanced course. He did not get a merit on two of the units as he realised that he did not need to work for a merit on these in order to get an overall merit. He felt that he would not gain a distinction as the work tended to be too evaluative for him.

He felt that the vocational aspects of the course were good and that he discovered some useful information about his career aims from doing certain of the units. He had four teachers who used a range of different teaching and learning styles, which he felt was better than just using one approach.

This student still wants to join the police force. He is enjoying his new course and has part-time work. He is currently keen to improve his fitness so that he can enjoy the physical aspects of the course more and perform at a higher level. He wants a merit or better in his current course and is not sure whether he wants to go on to higher education afterwards.

Also see

> Using alternatives to GNVQs
> Using GCSEs in vocational subjects within the key stage 4 curriculum

Other web links

> OCR
> Edexcel
> City and Guilds
> Increased Flexibility Programme

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