• One to one progress review meetings 4 times a year, SMART targets set and also added to ProMonitor
• 1:1 meetings as required to set and monitor clear expectations and targets around attendance,
  punctuality, reinforcing 100% attendance, punctuality and work experience/placements etc.
  Linked to the Skills Promise :)
• Monitor formative and summative assessment progress, setting submission targets and linking to progression
• Informing of the importance of developing English and maths and digital skills: Century
• Support with being exam ready & mental fitness (Fika)
• Provide a safe environment in this and all other sessions,  to discuss topics such as county lines, knife crime etc. including extending understanding of the Be Independent topics

Key aspects of safeguarding in FE include:

1. Legal responsibilities: FE providers have statutory duties to safeguard and promote the welfare of children under the Children Act 2004, as well as protect vulnerable adults over 18 under the Skills and Post-16 Education Act 2022.

2. Designated roles: Every FE provider should have a Designated Safeguarding Lead (DSL) who supports staff in carrying out safeguarding duties and liaises with other services.

3. Prevent duty: FE institutions must comply with the Prevent duty to address potential radicalization and extremism.

4. Staff training: Regular Prevent and safeguarding training helps staff understand radicalisation and recognize potential risks.

5. Risk assessment: Providers should have a framework for identifying and assessing different levels of risk, from low to high.

6. Policies and procedures: Clear safeguarding policies and procedures should be in place, including a Prevent referral process.

Source 1 . https://www.metmuseum.org/essays/pablo-picasso-1881-1973

Source 2. https://www.timeout.com/arts-and-culture/most-infamous-acts-of-art-vandalism

Source 3.https://www.theartstory.org/artist/picasso-pablo/

source 4. https://magzoid.com/australian-museum-admits-fake-pablo-picasso-paintings/

Source 5. https://artamaze.wordpress.com/tag/picasso/

Source 6. https://www.tate.org.uk/art/artists/pablo-picasso-1767

Source 7. https://en.wikipedia.org/wiki/Pablo_Picasso

What the Law Guarantees

• Holding opinions: You are free to form your own beliefs and ideas. 

• Receiving and imparting information: You can access and share information and ideas through any medium. 

• Freedom from public interference: Public authorities cannot arbitrarily prevent you from expressing yourself. 

How Free Speech Can Be Restricted

Article 10 allows for restrictions when they are: 

• Prescribed by law: The restriction must be based on a clear law, not arbitrary decisions. 

• Necessary in a democratic society: The restriction must be a proportionate response to a legitimate aim. 

• In pursuit of specific aims: These include:

  • National security, public safety, and preventing disorder or crime. 

  • Protecting health or morals. 

  • Protecting the reputation or rights of others. 

  • Preventing the disclosure of confidential information. 

  • Maintaining the impartiality of the judiciary. 

Specific Legislation

• Human Rights Act 1998:

  Incorporates Article 10 of the European Convention on Human Rights into UK law, providing the fundamental framework for freedom of expression. 

• Higher Education (Freedom of Speech) Act 2023:

  Introduces duties for higher education providers to take steps to protect free speech and academic freedom within their institutions. 

• Online Safety Act 2023:

  Regulates online content and communication to protect users, particularly children, from harmful content while also allowing users more control over their feeds. 

Limitations and Responsibilities

• Responsibility:

  Freedom of expression carries duties and responsibilities; it must be used responsibly. 

• Hate speech and harassment:

  Speech that is grossly offensive or encourages hateful activity can be restricted. 

• Defamation:

  Individuals and groups can face legal consequences for making false statements that damage another person's reputation. 

DYLAN

JOSEPH

JOSH

AHMED

HARRY R

USMAN

PRESTON

https://bsdc.instructure.com/courses/3452/assignments/62106

Project Aim:
Design a fun and spooky Halloween-themed pixel art image to be shared on your college’s official social media channels. The artwork should engage a young audience (16–19), reflect the inclusive and positive spirit of the college, and complement existing college branding while capturing the excitement and mystery of the season.

Key Requirements:

• Create original pixel art that celebrates Halloween or the broader “spooky season.”

• Incorporate at least one key element from college branding (for example: the college colour palette, logo, initials, or mascot).

• Use a style and mood that appeals to college students—think fun, inviting, and slightly spooky, rather than frightening or gory.

• Consider accessibility: the post should be clear and visually engaging, even on small screens.

• Include a friendly, seasonal message within or alongside the artwork (for example: “Happy Halloween from [College Name]!” or “Have a spooky and safe October!”).

Audience:
Young adults, current and prospective students, as well as staff and community followers of the college.

Submission:
Supply a high-quality PNG image (suggested canvas: 64x64 or 128x128 pixels), ready for sharing on social media, along with a short caption (max 20 words) to accompany the post.

• What happened?

• Who’s involved?

• Why is it interesting?

• What do you think about it?

“Five Students Share”

https://www.classtools.net/random-name-picker/91_HgcCaf

• 3 share a fact they learned

• 2 share one question or something they want to know more about

Project Aim:
Design a fun and spooky Halloween-themed pixel art image to be shared on your college’s official social media channels. The artwork should engage a young audience (16–19), reflect the inclusive and positive spirit of the college, and complement existing college branding while capturing the excitement and mystery of the season.

Key Requirements:

• Create original pixel art that celebrates Halloween or the broader “spooky season.”

• Incorporate at least one key element from college branding (for example: the college colour palette, logo, initials, or mascot).

• Use a style and mood that appeals to college students—think fun, inviting, and slightly spooky, rather than frightening or gory.

• Consider accessibility: the post should be clear and visually engaging, even on small screens.

• Include a friendly, seasonal message within or alongside the artwork (for example: “Happy Halloween from [College Name]!” or “Have a spooky and safe October!”).

Audience:
Young adults, current and prospective students, as well as staff and community followers of the college.

Submission:
Supply a high-quality PNG image (suggested canvas: 64x64 or 128x128 pixels), ready for sharing on social media, along with a short caption (max 20 words) to accompany the post.

• What happened?

• Who’s involved?

• Why is it interesting?

• What do you think about it?

“Five Students Share”

https://www.classtools.net/random-name-picker/91_HgcCaf

• 3 share a fact they learned

• 2 share one question or something they want to know more about

Project Aim:
Design a fun and spooky Halloween-themed pixel art image to be shared on your college’s official social media channels. The artwork should engage a young audience (16–19), reflect the inclusive and positive spirit of the college, and complement existing college branding while capturing the excitement and mystery of the season.

Key Requirements:

• Create original pixel art that celebrates Halloween or the broader “spooky season.”

• Incorporate at least one key element from college branding (for example: the college colour palette, logo, initials, or mascot).

• Use a style and mood that appeals to college students—think fun, inviting, and slightly spooky, rather than frightening or gory.

• Consider accessibility: the post should be clear and visually engaging, even on small screens.

• Include a friendly, seasonal message within or alongside the artwork (for example: “Happy Halloween from [College Name]!” or “Have a spooky and safe October!”).

Audience:
Young adults, current and prospective students, as well as staff and community followers of the college.

Submission:
Supply a high-quality PNG image (suggested canvas: 64x64 or 128x128 pixels), ready for sharing on social media, along with a short caption (max 20 words) to accompany the post.

by Charlie gibbs

1. Walking Home at Night:

2. Using Public Transport:

3. Dealing with Peer Pressure:

4. Witnessing Aggressive Behaviour or a Crime:

5. Getting Lost or Feeling Unsafe in Public:

• What happened?

• Who’s involved?

• Why is it interesting?

• What do you think about it?

“Five Students Share”

https://www.classtools.net/random-name-picker/91_HgcCaf

• 3 share a fact they learned

• 2 share one question or something they want to know more about

Learners can submit a self-referral using this form https://forms.office.com/e/VuHWDD9cRp

Once received, referrals will be reviewed, and learners will be assigned to a Senior Progress Coach for a one-to-one intervention lasting up to six weeks.

Please note that this is not a counselling service. Interventions are intended as a supportive, developmental opportunity — not as part of, or an outcome of, disciplinary action.

We’re excited to introduce this new initiative and look forward to continuing to support our learners in building confidence, resilience, and positive habits for success.

• What happened?

• Who’s involved?

• Why is it interesting?

• What do you think about it?

“Five Students Share”

https://www.classtools.net/random-name-picker/91_HgcCaf

• 3 share a fact they learned

• 2 share one question or something they want to know more about

• What happened?

• Who’s involved?

• Why is it interesting?

• What do you think about it?

“Five Students Share”

https://www.classtools.net/random-name-picker/91_HgcCaf

• 3 share a fact they learned

• 2 share one question or something they want to know more about

• What happened?

• Who’s involved?

• Why is it interesting?

• What do you think about it?

“Five Students Share”

https://www.classtools.net/random-name-picker/91_HgcCaf

• 3 share a fact they learned

• 2 share one question or something they want to know more about

Learners explore what “good citizenship” looks like in the UK today.​

• Task: In groups of 3-4, create a one‑page “Good Citizen Profile” for a fictional 18‑year‑old living in your local area.

  • Include: daily behaviours (e.g. following laws, recycling), attitudes (respect, tolerance), and how they interact with others (online and offline).​

  • You must add 3 examples specific to life in the UK

• Output: A short written profile plus a quick bullet list: “3 things We already do that make me a good citizen” and “1 thing we could improve”.

Between you you must come up with a policy you would like to introduce in the classroom/group.

You will then put your motion to the group and we will all take a vote on which policy to enact.

Policies may not supersede or replace existing college policies.!!!!

Within your relationships, you need more than one or two boundaries. No single boundary can encompass all your needs. As you begin prioritizing your comfort and ability to function as an independent human, think about the 5 kinds of relationship boundaries below.

1. Emotional boundaries

Emotional boundaries have to do with being clear on what is and isn't yours to feel or fix. Your emotions and emotional well-being are within your control regardless of what is happening for the other person. These boundaries help us show empathy without absorbing the other person’s feelings. 

At work, emotional boundaries can be played out when you listen to a peer's difficulties with their manager. An emotional boundary looks like not being obliged to also be mad at the manager or drawn into the other person’s frustration. 

As a parent, emotional boundaries can mean not letting your own mood be contingent on the mood of your teenager. Even though you want them to be happy, you can separate yourself and have your own feelings. Another emotional boundary can be not getting upset when your partner doesn't follow you into a spiral of despair when watching the news. 

Ultimately, emotional boundaries in relationships are about maintaining our individuality. We all have our own thoughts and feelings, and can care about each other without losing our sense of self. 

2. Intellectual boundaries

Everyone has different beliefs, ideas, and values. Intellectual boundaries help us respect one another's different viewpoints. This is important so that you don’t expect people in your relationships to share all of your opinions or adopt all of your views. Even if you disagree with your coworkers or loved ones, you still need to be able to share your opinions and feelings. 

This isn’t so much worrying about whether your opposing view hurts another person’s feelings. It’s more about respecting their right to hold their own opinions, whether about politics or a marketing strategy.

Intellectual boundaries can also help you feel more secure in holding your own opinions. Instead of trying to be liked by everyone by agreeing with them, you can remain true to yourself. 

You may need intellectual boundaries if your differences lead to arguments and insults. Do you feel personally attacked or offended when the other person disagrees with you? Does the other party? Is it about any difference or just certain topics?

Reconsider why you or the other person feels so threatened. From there, establish intellectual boundaries that allow you both to feel your viewpoints are valued.

3.Physical boundaries

Physical boundaries are an important type of relationship boundary. We all have different levels of comfort when it comes to physical touch — some people may be comfortable with hugs in the workplace, for example. Others may not appreciate physical touch in this context. 

Speaking up about your physical boundaries at work or with your friends is important. Even if others can’t understand your boundaries, you have a right to do what makes you comfortable. Make sure you give your friends and coworkers space to voice their personal limits, too. 

4. Financial boundaries

Conversations about money can be tough, but we all know they’re needed. You probably already talk about money with your partner — maybe you have joint accounts or are saving for a vacation. However, money is also a factor in other relationships. 

If your friends constantly choose expensive restaurants, for example, you may need to set a boundary about what you’re willing to spend. The same goes for coworkers who ask you to join them for lunch or happy hours. Consider what your financial goals are, and be ready to share your relationship boundaries for this area.

5. Sexual boundaries

When it comes to physical intimacy, sexual boundaries shouldn’t be ignored. Discussing what's off-limits and what kind of contact you prefer is needed to develop a trusting relationship. Setting sexual boundaries also includes prioritizing consent. 

Feeling lonely isn't a mental health problem. But having a mental health problem can increase feelings of loneliness. For example, if you’re struggling with your mental health, you may:

• Avoid social events and activities you usually enjoy

• Have low self-esteem

• Find it hard to try new things and worry about engaging with others

• Find it difficult to speak to people about how you’re feeling, for fear of stigma or not being understood

• Feel like you could be a burden to others

• Feel overwhelmed in busy public places, or at work events and parties

Step 1: Map Your Zones

On your paper, draw a large "bullseye" with three circles. Label them as follows:

1. The Inner Circle (The Vault): This is for the most trusted people in your life—those who have earned full access. (It can also just be for you).

2. The Middle Circle (The Porch): This is for close friends, family, or colleagues you like. They are "on the property," but they don't have a key to the house yet.

3. The Outer Circle (The Public Square): This is for acquaintances, new classmates, social media followers, or people you’ve just met.

Step 2: Assign Access

Look at the list of "Sharing Items" below. Decide which circle each item belongs in for you personally. Write the item in the corresponding circle on your map.

• Knowing my real-time GPS location on my phone.

• Seeing photos of me in a private or vulnerable setting.

• Borrowing my laptop or personal devices.

• Knowing the details of my mental health or family struggles.

• Giving me a hug without asking first.

• Borrowing £20 and promising to pay it back next week.

• Knowing my home address.

Step 3: The "Boundary Shift" Analysis

Boundaries aren't static—they change based on how people behave. Reflect on these two scenarios:

• The Red Flag Demotion: If someone in your Middle Circle starts demanding you reply to their WhatsApps within 30 seconds and gets angry if you don't, should they stay in the Middle Circle? Or do they belong in the Public Square?

• The Consent Leap: How does it feel when someone in the Public Square (an acquaintance) asks a question that belongs in the Vault (the Inner Circle)? That "awkward" feeling is your brain telling you a boundary has been crossed.

Step 1: Create Your Inventory

On a blank sheet of paper, draw a line down the middle to create two columns. Label them Solitude and Loneliness.

• Under Solitude: List things you do alone that make you feel refreshed, creative, or peaceful.

  • Examples: Reading, gaming, listening to music, or going for a walk.

• Under Loneliness: List situations where you feel isolated, misunderstood, or "lonely in a crowd."

  • Examples: Scrolling social media late at night, or being at a party where you don't feel like you belong.

Step 2: Build Your "Bridge"

In the space between your two columns, draw a Bridge. On this bridge, write down three small, low-pressure actions you can take to move away from the "Loneliness" side and back towards connection or healthy "Solitude."

• Bridge Examples: * Messaging one trusted friend just to say "hello."

  • Putting your phone in another room to focus on a hobby you enjoy.

  • Going to a public space, like a library or a café, just to be around the hum of other people.

Step 3: Group Discussion (The Safety Net)

In small groups, discuss the following two questions. Remember, you don't have to share anything from your personal inventory that you wish to keep private.

1. The Social Media Trap: Why do you think social media often feels like it belongs in the "Loneliness" column rather than the "Solitude" column?

2. The Green Flag: What is one "Green Flag" (a positive trait) in a friend that makes you feel seen and less lonely when you talk to them?

Julie Batten – CEO

Julie.batten@people-express.org.uk

01283 552962

Derbyshire Makes

People Express

West Street

Swadlincote

DE11 9DG

Task 2: Create a spider diagram or list examples of the hard and soft skills in your industry.

Task 3: select a hard skill you need to improve and follow a tutorial or make a piece of work involving that skill.

Task 4: 30 Minutes of Century Nuggets

Extension: Be independent modules

In this session log on to Canva and search for an appropriate website template.

You will need :-

1. a home/landing page

2. an "about" page

3. a portfolio page which is seperated into 5 galleries. One per project we have covered.

4. You can include a sixth for personal work if you want.

5. A "contact me" page

Feel free to use any logos you have made during BE ready.

In this session log on to Canva and search for an appropriate website template.

You will need :-

1. a home/landing page

2. an "about" page

3. a portfolio page which is seperated into 5 galleries. One per project we have covered.

4. You can include a sixth for personal work if you want.

5. A "contact me" page

Feel free to use any logos you have made during BE ready.

During these dates college will be closed to everyone NOT taking an exam but only while the exam is taking place. Afternoon sessions will be as normal. See M&E teachers to see if sessions are running.