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Get labour back in and Bring back EMA, students get an allowance that is attendance dependent

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A more formal process for interviews including evidence of prior creative work to support correcting placing within courses.
Subject specific interviews by subject specific staff.

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Subject specific interviews, interviews conducted by each course tutor. Book in students based on who is on desk.

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Good communication with students and being open to being flexible to students preferred way of working, let them work from home sometimes or attend different sessions

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Tutors to disseminate info from training sessions that they have attended.

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Students find other courses at other colleges more appealing than ours. We need some sparkle!

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Make sure students are fully aware of what the courses entail, from the start to the end. Communication over the fact that art courses are not just skill based and there has to be theory and writing and research learning next to it.

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Deliver a wide variety of skills/techniques so each learner has a chance to excel.

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In art and fashion we promote all services during induction. All materials are signposted in classrooms and on our teams pages. We get mentors, SSO’s to meet students during induction week also.

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Engage with external agencies that link to mental health eg Kaledoscope Plus

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We should be trained to see signs, deal with outcomes and help students understand their needs and emotions better. We are expected to be able to deal with others mental health and we have no real training on it. Meaning, helpful and from outside the college CPD.

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Tutorials delivered by mental health specialists or services in college rather than tutors. This will create better links for students to know where they can go in college, specific info about what mental health can look like and remove a stigma/fear of approaching topics like mental health.

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Additional recap on MH support available 

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Additional recap on MH support available 

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Revisit induction information and highlight apps - ask learners to all log into the Mh apps available as part of a workshop

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More 1-2-1 tutorials as it is easier to get to know students on this basis

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Have transition days, meetings. Important for HOD and CL to push from all areas.

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The training that Media got a out T Levels but inside of the college, from an outside source. Allowing us more knowledge on what T Levels are going to actually entail for us on creative courses.

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Adapt curriculum now to show aspects of T-Levels. In fashion - adding more learning on textiles and applications of craft and not just dress making.

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Train students on how to deal with the pressures of the creative industries

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During each tutorial time, speak to each student on function skills and GCSE and talk about what they have learnt recently in English and maths, allowing us the check from student to student whether they are attending.

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English and Maths tutors are poor at communicating, I often do not receive replies. CL’s for e/m could come to lessons to reiterate importance as it doesn’t work with just us.

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Remind them that their place on their voc course is dependent on their eng & maths attendance. Remind them also that it is a government directive and not decided by the college

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If students need classes moving or smaller classes etc.

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Have dedicated staff (not tutors) who are responsible for establishing good quality links for work experience and placements.
This needs to be started now and smaller amounts of work experience obtained to therefore build on and increase when/if TLevels come into effect.

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As staff we are not prepared, unless we are personally accessing external training.

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Check in with each learner to check their learning which can pick up issues that they are struggling with. Share with other relevant tutors to decide the best course of action for that student. Communicate using pro monitor and CPOMS.

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Emphasise the need to pass Eng & maths to attend university

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Making sure that timetables work for all students. E.g. Eng & maths before or after voc and no big gaps.

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Vocational incentives like being offered trips etc. if they improve attendance for Eng & maths

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English and Maths tutors to communicate with personal tutors about attendance and attitude. Information should come from the department for us then to resolve issues, not waste time chasing information we often get no reply from.

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Training and planning before it is launched. This will build confidence and check who has what skills that could be built on to deliver specialist techniques.

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Incorporate the department more into ours

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Incorporate the department more into ours

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Post-assessment of level learners will be studying - have Eng/ Maths tutors visit the class during tutorial time and introduce themselves to learners in small groups - also will mean they meet the tutors. alternatively department wide in the theatre so all groups meet the tutors. Then could split off into groups and meet their learners in our environment

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Invite contacts we know who now have completed education and are working in industry - for cpd for staff on the current industry standards in specific areas eg. photography specific areas such Fashion photographer, medical photography, corporate photography, school photographers and explain workflows to staff for a CPD day for us to learn more on areas we may not have experience in to broaden knowledge.

Then branch this out to visits to learners.

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Make the classroom somewhere the students want to be. Teachers and spaces need to be inviting so that students can view coming into college as an escape.

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More external performance opportunities for performing arts students to develop professionalism and allow them to gain real world experience

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Computers in every room for students to use rather than phones. Establishes professionalism, digital future, less use of phones.

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Continued re-enforcement on skills needed for the future. Knowing what those skills are we have taught them. Being more obvious in saying "you have learnt these skills here" being it maths, employability, soft skills, time management etc.

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Students to create a sustainability committee. What do they want to see in college, what actions can they take. Rather the info coming from us telling them, get them to speak up about issues they value and want to change.

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Develop more links for work experience placements for students in Performing Arts

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Subject specific money allocated each year to invite and pay for industry specialists to come in and talk to students.
This allows better quality of speakers from across the country rather than relying on own links to industry’

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Collaborate with external providers/ universities to show students emerging sustainable technologies in creating materials.

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Make Create Britain compulsory in first year performing arts subjects

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Make it compulsory for students to provide identification on enrolment, not just let them onto the course regardless.

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embrace newer tech/skills across the department that reflect industries now -invest in staff training for relevant industry progressions. invest in tech to give more realistic access per learners eg 4 i-pads or Mac airs to process images in groups. use tethering apps etc