Division of Business and Management

1
Division of Business and Management

• Philosophy and Practices
• Presentation given by
• Amir Girnary (Head of Division),
• Phil Cole (Lecturer),
• Ricky Bek (2nd year Btec National Diploma
  student)
• Tuesday 12th July 2006

2
Introduction and Outline

• Background information about the college and the
  division
• Summary of recent student successes
• The divisions philosophy
• Putting the philosophy into practice
• Planned improvements
• A students view of Southgate

3
Background information about Southgate
Southgate College is situated within the London
Borough of Enfield, approximately 12 miles north
of London city centre. The Colleges cosmopolitan
campus is approximately 200m from Southgate tube
station (Piccadilly line Zone 4)
Admissions/Main Reception and entrance to the
Progression Centre
Southgate House (Minchenden site)
4
Background information about Southgate
Source LSC
5
Student profile at Southgate
Background information about Southgate

• Age from 8 to over 90 77 are 19 and over
• Gender majority (59) female
• Ethnicity 51 White, 21 Black, 10 Asian, 1
  Chinese
• Area approx 41 in a Widening Participation area
  
• International 1
• Level of courses from basic skills to Foundation
  Degrees
• Languages 100 community languages spoken
• Disability approx 4.9 students have a
  disability
• Learning difficulties 3.2

N.B. The statistics are significantly skewed by
the large number of part-time students
6
Profile of the Business Division

• Division has 13 permanent and 6 part time staff
• Staffing had been stable for some years and
  everyone was located in the same office area
• These were crucial factors underlying the success
  of the division and its teamwork approach
• In Sept 2005 the Division took over the Accounts
  portfolio and now runs 25 courses.
• Department now located in two areas
• Also four members of staff left the college in
  July 2005
• Division has 789 student enrolments
• 163 full time students
• 626 part time students

7
Recent student successes (1)

• GNVQ Foundation in Business
• In 2005 69 of students achieved Merit or
  Distinction (benchmark 32)
• 5 students received letters of commendation from
  Edexcel, for coming in the national top 10.
• In 2004 4 students received this honour
• Division has a long track record of foundation
  students progressing onto level 2, level 3 and
  eventually University

8
Recent student successes (2)

• GNVQ Intermediate in Business
• In 2005 56 of students achieved Merit or
  Distinction (benchmark 23)
• AVCE Double Award Business
• In 2005 55 of students achieved C,C or better
  (benchmark 31)
• Excellent achievement on A2 Courses in 2005
• 100 success for Business Studies and Economics
• 92 success for Law (Benchmark 88, 2004 69)

9
Recent student successes (3)

• Achievement increased on all AS courses
• Business Studies success 77 (2004, 66)
• high grade 51 (2004, 24)
• Economics success 93 (2004, 85)
• high grade 64 (2004, 46)
• Law success 61 (2004, 52)
• high grade 28 (2004, 11)

10
The Divisions philosophy

• Students are at the centre of everything we do
• Our start point is to understand the needs of
  every student.
• We pursue activities that build student
  confidence and in-stills an I can do it belief
  in themselves.
• Staff strive for Continuous improvement
  through
• Teamworking (supporting each other and sharing)
• Showing respect for everyone (staff, students,
  parents)
• Making effective use of information to review
  reflect
• We spend our time addressing issues not
  apportioning blame

11
The Divisions philosophy in practice

• Students are at the centre of everything we do

12
Student Support

• One to one support provided for students with key
  and basic skills difficulties
• Robust tutoring system including Parent evenings,
  Regular Reviews Days, on site counsellors,
• Aim higher funding used to subsidise student
  trips
• A level revision days
• Visits to organisations that are defined in
  coursework assignments e.g.
• Thorpe Park
• Milton Keynes Players Association

13
Teaching strategies (1)

• Many of our teaching strategies are adapted from
  practices recommended by Geoff Petty in his
  excellent book Teaching Today A practical
  guide Nelson Thornes. See also
  www.geoffpetty.com
• The start point is recognition that you can only
  raise achievement if you are willing to change
  the way you teach.
• Research shows that Active learning and
  Feedback including self and peer assessment
  have the biggest impact on raising achievement

14
Teaching strategies (2)

• Constructivist teaching aids active learning it
  requires learners to make their own meaning (or
  learning constructs)
• To be effective activities should
• Be fun
• Engage all learners
• Enable learners to process information at a high
  cognitive level
• Allow learners to share with others (researching,
  explaining, assessing)
• Constructivist teaching embeds the learning and
  raises students know how and confidence.

15
Teaching strategies (3)

• ICT is a valuable aid for the constructivist
  teacher
• GNVQ Foundation students
• find out how to construct a profit and loss
  account and at the same time develop their
  spreadsheet skills and understand the meaning of
  terms such as cells and formula
• find the best bank account for their needs and at
  the same time become aware of the importance of
  using reliable websites when searching the
  internet

16
Teaching strategies (4)

• Writing frames are a valuable tool for improving
  student skills
• They help students to break a task or problem
  down and encourages them to write relevant, clear
  and concise prose
• BTEC National students are required to write a
  formal report
• A five part formal report (Terms of Reference
  Procedures Findings Conclusions
  Recommendations) is the basis of an assignment in
  Unit 4. The structure helps students to develop
  their ability to define, explain, analyse,
  evaluate and draw conclusions.

17
Teaching strategies (5)

• Other teaching strategies include the use of
• Spectacles looking at a topic from different
  viewpoints, making judgements and sharing these
• Jigsaw learners examine a topic in horizontal
  groups, then reform in vertical groups to explain
  their specialist knowledge
• Decision games matching, grouping, ranking,
  sequencing, labelling
• All these strategies involve active learning and
  include opportunities for immediate feedback

18
Vocational Links

• Partnerships with businesses and organisations
  for assignment research
• M S, B Q, Tesco, Sainsburys, Travel Lodge,
  local law courts, Milton Keynes Play Association,
  Thorpe Park
• Use of in-house specialists for talks and
  interviews
• Media links use of material from
• The Apprentice

19
Vocational Links Thorpe Park

• Thorpe Park proved to be a very successful
  assignment for Btec National 1st year students
• The students brief was to describe, analyse and
  evaluate the functional activities of an
  organisation
• The visit to Thorpe Park
• Was enjoyed by everyone
• Enabled students to gain an insight into the
  functional activities
• Was well supported by Thorpe Park Management who
  provided a wealth of valuable information to
  analyse and use to evaluate the performance of
  the Park

20
Thorpe ParkEverybody had a good time
21
Thorpe ParkTP management provided excellent
information
22
Thorpe Park
23
Thorpe Park
24
Assessment and guidance

• All assignments are written with a front sheet
  and feedback sheet to ensure students receive
  full written feedback
• All students are given the opportunity to use the
  feedback in order to improve and resubmit
• All students receive one to one feedback to
  support the written comments

25
Planned Improvements

• Key skills to be integrated into the subject
  teaching
• More classes to be taught in ICT equipped rooms
• Encourage further student representation
• Develop student led cross-divisional activities
• Establish new VLE (Moodle) to encourage self
  directed study and the sharing of information

26
A students view of Southgate

• Ricky Bek -Personal and Education Background
• Kurdish
• Born in 1986 in Kurdistan
• Came to UK in 2001
• Had no qualification, left school in year 9
• I did an ESOL course before I entered Southgate
• Went to college to develop my English language

27
A students view of Southgate

• Why did I choose to study at Southgate College?
• Reputation
• Friends experience at the College
• Recommended by careers advisors

28
A students view of Southgate

• What did I study at Southgate College?
• GNVQ Foundation in Business/ESOL
• Helped me to improve my English and learn basic
  business disciplines
• One of the top ten achievers in the Country,
• Obtained 558 points out of 600
• I was allowed to go straight onto the Btec
  National Diploma in Business.
• BTEC National Diploma in Business
• Achieved 360 points out of 360
• Distinctions in all 18 units

29
A students view of Southgate

• My experience of Southgate College
• Motivated and committed teachers
• Adaptable environment
• Sufficient amount of support available
• Excellent support resources

30
A students view of Southgate

• What do I want to do next?
• I am going to City London University to study
  Accounting and Economics as a degree
• If I enjoy the subject area I may take it to a
  higher level and go for my Masters.

31
A students view of Southgate
Thank you for listening