Practitioner Research Conference 2015

Mary Ward House, 5-7 Tavistock Place, London, WC1H 9SN

Tuesday 7 July, 10.30 am -4.00 pm

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Contents Programme for the day p2 Introduction p3 Exhibition space posters: emCETT p4 Exhibition space posters: SUNCETT p10 Workshop presentations p12 Contact details p15 Floor plans p18

Programme 10.30 – 10.45 am Welcome

David Russell, CEO Education and Training Foundation

10.45– 11.45 am Workshops – Session 1 11.55 – 12.25 pm Research activity and professional practice

Dr Norman Crowther, ATL National Official for Post 16 Education

12.25 – 1.15 pm Lunch

Networking and opportunity to visit the Exhibition Space 1.15 – 1.45 pm Dedicated time for presenters of materials in the

Exhibition space - group A presenters showcasing 1.45 – 2.45 pm Workshops – Session 2 2.45 – 3.15 pm Dedicated time for presenters of materials in the

Exhibition Space - group B presenters showcasing (Tea and Coffee available)

3.15 – 3.45 pm Comment and reflection

Professor Lorna Unwin, Professor Emerita (Vocational Education) UCL Institute of Education

3.45 – 4.00 pm Q&A with Dr Norman Crowther and Professor Lorna Unwin 4.00 pm Close Project details: Please accept our apologies if the information provided about the projects is not accurate. We have tried to ensure that updates have been made as they have been provided.

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Introduction

Relevant and applicable research is critical to continuous improvement in our sector and The Foundation’s aspiration is that evidence based practice and innovation will be recognised as fundamental to the professional identity of those who work in the education and training sector. We know that collaborative relationships are important and we strive to build and strengthen these between the Foundation, those working in the sector, academic researchers, and specialists in particular fields.

One of the ways in which the Foundation is supporting the sector to be more research-engaged is through its practitioner research programme, which in 2014-15 has consisted of two strands, one delivered by SUNCETT and the other delivered by emCETT. Each have offered different models of support aimed at meeting the diverse needs of our sector, but designed to ensure that participants are provided with the support they need to complete their research and implement change. We are delighted today to be able to showcase projects conducted through this programme in2014-15, and which represent the breadth and huge variety of types of provision that make up the Education and Training sector. Congratulations to all the participants in undertaking and completing their research and for their commitment to improving their own and colleagues’ practice for the benefit of the sector and its learners. Sheila Kearney Head of Research Education and Training Foundation

Conference facilitators emCETT Annmarie Higgins Bob Read Caryn Loftus Claire Collins Gail Lydon Jo Byrne Joss Kang Ian Grayling Mary Conway

SUNCETT Andrew Buglass Hayley Jenkins Dr Lawrence Nixon Professor Maggie Gregson Trish Spedding emCETT Regional Adviser Kathy Wood, who supported providers during the programme, is unable to be present on the day

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Exhibition space (1.30 – 2.30) In the exhibition space you will find research posters from the two strands of the Education and Training Foundation’s 2014-15 Practitioner Research programme: emCETT’s Practitioner-led Action Research and SUNCETT’s Research Development Fellowship. You will have a letter A, B or C on your badge (also shown below at the end of your row). Some researchers are not able to attend but have submitted posters – they are shown in the final column by a dash. 1.15 – 1.45 Those with a letter A, who are exhibiting, should stand by their exhibits ready to discuss their research. Those with a letter B and C have a chance to explore the exhibition. Those with a letter C need to make sure they are ready if they are presenting in a session 2 workshop. 2.45 – 3.15 Those with a letter B, who are exhibiting, should stand by their exhibits ready to discuss their research. Those with a letter A and C have a chance to explore the exhibition.

Practitioner-led Action Research posters – supported by emCETT On each of the emCETT posters there is a QR code which will take you to the appropriate theme page on emCETT’s Practitioner-led Action Research website (practitionerledactionresearch.com) where you will be able to access the project’s research report. The project themes have been drawn from the Professional Skills elements of the 2014 Professional Standards. If you do not already have a QR reader on your phone/tablet then you can download a free app from Neo Reader – www.neom.com. For best results hold your device roughly 10-15cm away from the code.

E1: Achievement and progression – Brewer & Smith room

Name provider Name(s) researchers

Research title Ref A/B/C

City of Bristol College Denise Dickens, Victoria Bennett and Annie O’Connor

Ensuring education matters: The impact of an engagement project for care leavers in Post-16 education.

E1.1 A

Easton & Otley College Katie Wilden

E-network for Land based employers E1.2 -

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Kirklees College Sam Shepherd

Breaking the digital barriers

E1.3 -

Lewisham Southwark College Shoshi Ish-Horowicz

Increasing confidence and competence for teaching Controlled Assessments on the GCSE English re-take course

E1.4 B

Reaseheath College Victoria Salt and Sean Hargreaves

BTEC: Are we adequately preparing our students with the skills required in HE?

E1.5 A

The Manchester College – OLASS Alison Taylor

The Healing Power of Creativity in Prisons: How do we empower ownership for the Employment and Training Portfolio?

E1.6 C

TWICS (Training for Work in Communities) Jo Dixon

Exploring Approaches to Supporting Adults to Develop Basic ICT Skills

E1.7 C

Workers’ Educational Association , SE Jutinder Mason

A study of the motivational factors that influence student engagement and how best to improve course design, delivery and outcomes

E1.8 B

Workers’ Educational Association, SE Anna Kennedy

Does teaching literature to ESOL and Functional English learners promote deeper emotional participation of the students in the process of learning a new language?

E1.9 C

Workers’ Educational Association, Y&H Nicola Thorpe

Evaluating the most effective advice and support mechanisms for progressing an individual from student to classroom volunteer, in the WEA

E1.10 -

E2: Assessment – Brewer & Smith room

Exeter College James Tarling

Everything Flows: How do learners themselves characterise their experiences of 'Flow' and how can these findings inform new practises in teaching and learning?

E2.1 C

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E3: Employers – Brewer & Smith room

Banbury and Bicester College Nic Morgan and Dean Turvey-Brown

How can Creative Industries work with local employers to build relationships that enhance both student experience and assist with teacher training?

E3.1 -

KEITS Training Services Emily Cullum

How do we know our learners are learning?

E3.2 B

Mid Kent College of HFE Karen Scott

Investigating student perceptions of the value of work experience: What makes a work experience placement successful?

E3.3 A

The City Literary Institute Khorshed Bhote

Blended Approach to Professional Development of Experienced Teachers: A Case Study

E3.4 C

E4: Inclusive learning – Brewer & Smith room

Hereford College of Arts Sarah Crowson and Simon Denison

Moving from participant-directed learning to self-directed learning: promoting learner engagement at HE through identifying and transforming ‘grey spaces’ into ‘non-formal learning spaces’

E4.1 A

HMP Dovegate (SERCO) Stephanie Taylor

Student Voice: The Role of the Learning Support Assistants within offender education: can they enhance the teaching and learning offer?

E4.2 C

Lowestoft College Roddy Smith

Do starter activities have an impact on lessons or learning?

E4.3 -

Lowestoft College Kathryn Langford

Action Research into Effective CPD

E4.4 B

North Lincolnshire Council Adult Community Learning Paul Burnett and Pam Priest

Assessing autism and providing strategies for tutors, including individual plans.

E4.5 A

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South Tyneside College Eve Champney-Smith and Sue Hawley

Exploring the effectiveness of different uses of tablet computers for adult learners with autism spectrum condition studying Functional Skills English

E4.6 -

Sunderland College Gillian Hughes and Dionne Ross

Tea for two: mentoring relationships in the transition from FE to HE in PCET Teacher Education

E4.7 B

Tower Hamlets College Richard Gallen

Recognising and working with emergent language in the ESOL classroom Part 2: Interaction and learning in small group conversations

E4.8 C

Yeovil College Fiona Pavey

Skills for employability: An exploration of skills for employability within the early years sector from the multiple perspectives of learners, employers and FE college practitioners, with consideration as to how to embed these into the level 3 Early Years Educator programme.

E4.9 A

E5: Learning goals – Arnold room

Action Acton Elizabeth Jane Asadi

Learning Buddies E5.1 B

City College Norwich James Taylor-Lawrence and Suzi Battell

Developing GRIT on GCSE Programmes

E5.2 A

Exeter College Gillian Keir

Development of a learner focused methodology as the core of a holistic learning journey

E5.3 -

Hackney Community College Robert Galvani

Measuring the impact of strategies that develop independent learning skills

E5.4 B

Ministry of Defence Sue Thain

Initial Diagnostic – Who needs it?

E5.5 -

Tower Hamlets Idea Store Learning Rachel Bate & Kate Harries

Learner-led discussion in the ESOL classroom

E5.6 C

Woking College Kate Taylor

Personality and vocabulary learning in ESOL

E5.7 A

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E6: Maths, English and ESOL – Arnold room

Abingdon and Witney College Sarah Richards

Resitting GCSE Maths; do growth mind set messages make a difference?

E6.1 B

Cambridge Regional College Christine Fay, Julie Shorter and Wendy Wilderspin

Will our Virtual Maths Centre (Maths Central) increase learner confidence and greater success in maths skills?

E6.2 A

Cambridgeshire County Council, Cambridgeshire Learning Services Naomh Campbell and Lisette Veit

Will completing an additional formative assessment tool, prior to undertaking practice tests, help to improve pass rates for Functional Skills Maths L2?

E6.3 B

Exeter College Pippa Stone and Sarah Mandeno

How far can innovative methodologies support 16 - 19 learners and adult learners to achieve English and Maths GCSE?

E6.4 -

Kirklees College Julia Farrar, Grace Clifford and Clare Jordan

What is effective practice in the marking of spelling, punctuation and grammar?

E6.5 A

North Lincolnshire Council Adult Community Learning Joy Tomlinson and Pam Priest

If ESOL learners are disadvantaged when moving on to Functional Skills, how can we bridge the gap?

E6.6 B

North Nottinghamshire College John McMahon and team of co-researchers

What are the key factors required to provide both safe and engaging learning through social media?”

E6.7 A

Stockton Riverside College Emma Wardell and Sean Maguire

Learners’ perspectives on the use of online resources for increasing confidence in GCSE maths.

E6.8 -

E7: Technology – Arnold room

Action Acton Marcin Lewandowski

Virtually Written: exploring the efficacy of Google tools for promoting collaboration and language competency

E7.1 C

Bedford College (Shuttleworth Campus) Carl Groombridge

Motivating teaching with Modern Technologies

E7.2 B

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CableCom Training Ltd Catherine Cox

The Impact of using online resources on Apprentice Functional Skills Achievement

E7.3 C

College of West Anglia Joyce I-Hui Chen, Ozan Erdinc and Celia Geen

Vote for Success

E7.4 A

Dearne Valley College Gemma Holtam

Creating accessible learning resources

E7.5 -

Easton & Otley College Trish Bradwell

Introducing Digital Technology – a report on the longer term impact of an action research project

E7.6 -

Hull College Group Sandra Draper and Emily Armstrong

Flipping Learning in Hair, Beauty Therapy and Catering

E7.7 C

In Touch Care Ltd Tamara Clark

Compare and contrast the effectiveness of the TSSP and ASSP resources

E7.8 -

Kirklees College Cathy Clarkson

What are the educational benefits of using mobile technology in a classroom setting? What is the impact of using mobile technologies in the classroom on students’ use of their own devices?

E7.9 -

Lowestoft College Jo Hiller

How can we use learning technology on our Travel and Tourism courses to promote collaborative learning both in the classroom and in blended learning?

E7.10 -

Stockton Riverside College Helen Irish and Paula Kilburn

Developing an Interactive Virtual Learning Environment to Support ESOL Learners

E7.11 B

Stockton Riverside College Phillip Hall and Paula Kilburn

Using Technology to support the Functional Maths for 16-18 year old Apprentice students in the workplace.

E7.12 A

The Northern College Lou Mycroft

FAB: The digital resilience project E7.13 C

Wirral Lifelong and Family Learning Service Lesley Elliott and Alison Bell

How can English tutors develop strategies to engage adult entry level learners, and view information technology as a positive and effective way to develop their skills?

E7.14 -

Wirral Metropolitan College Heather McGouran and Jacquie Grindley

Mobile phones, can they support dyslexic students in retaining information from lessons?

E7.15 B

Wirral Metropolitan College Sara Purslow and Jacquie Grindley

The Exploration and Identification of Mobile Phone Apps to Assist Students with Specific Learning Difficulties in their Learning

E7.16 A

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Research Development Fellowship posters – supported by SUNCETT Morris room S1: Curriculum

S2: English and maths

Kirklees College Richard Turner Philippa Firth

It’s the teaching & learning isn’t it? Persuading students of the value of Higher Education in a Further Education Context

S1.1 C

Leeds City College Balwant Kaur

…But do you have the courage to teach? An investigation into the purpose of initial teacher education programmes in the 21st century in times of change and uncertainty

S1.2 C

Realise Futures Learning and Development Isabel Gavra Rachel Turner Caroline Elgood

Handing over the Reins: How does integrating home study impact on adult learning.

S1.3 A

Siemens Energy Brian Todd

Trying to make some sense of it all: Investigating learners’ experiences of assessment in engineering training.

S1.4 C

South Downs College Dominic Thompson Alec Dyer

How sensitive do you need to be? The role of the facilitator in a 21st century FE business classroom.

S1.5 C

Sunderland College Samantha Stirzaker Amy Close

Developing independent learning in access students

S1.6 -

The Sheffield College Andrew Stork Ben Walker

Impact of scaling in one to one conversations with learners on learner performance

S1.7 B

Thurrock Adult Community College Nick Bailey

What is the current relationship between CPD, Performance Management and Observation in the Further, Adult and Vocational Sector?

S1.8 C

Barking and Dagenham College Bilal Bobat Danielle Watts

What the ‘Flip’ do we do? Can flipped learning improve the delivery of GCSE Maths in Further Education?

S2.1 C

Family Learning – City of Bradford Vicky Meer Rachel Twort

Getting the family into family learning: Investigating models of intergenerational learning to inform curriculum development.

S2.2 C

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S3: Offender learning

S4: Professional development

S5: Technology

The Manchester College Karen Bruin

I’m a prisoner – Get me out of here! S3.1 C

The Manchester College Michael Allcock

Joint Practice Development, a key to unlock change in the offender learning sector

S3.2 C

Hadlow College Sarah Boodt

What is the current relationship between CPD , performance management and observation in the further, adult and vocational sector

S4.1 A

South Worcestershire College (SWC) Suzanne Savage

Coaching into action: Supporting lecturers to plan and implement improvements in teaching, learning and assessment

S4.2 C

Central Sussex College Dan Creed

Squaring the Cube: Improving the learner journey by developing the teaching of blender animation to advance learner understanding of 3D shapes.

S5.1 -

Christ the King College: St. Mary’s Emerson Abraham Jackson

Impact of the Moodle platform on pedagogy: cross curricula comparisons

S5.2 B

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Workshop presentations session 1 (10.45 – 11.45) P1.1: Curriculum - HE in FE – Brewer & Smith room

Victoria Salt - Reaseheath College

BTEC: Are we adequately preparing our students with the skills required in HE?

Richard Turner and Philippa Firth - Kirklees College

It’s the teaching & learning isn’t it? Persuading students of the value of Higher Education in a Further Education Context

Sarah-Jane Crowson - Hereford College of Arts

Moving from participant-directed learning to self-directed learning: promoting learner engagement at HE through identifying and transforming ‘grey spaces’ into ‘non-formal learning spaces’.

P1.2: Technology – Arnold room

Lou Mycroft - Northern College

FAB: The digital resilience project

Joyce I-Hui Chen - The College of West Anglia

Vote for Success

Marcin Lewandowski - Action Acton

Virtually Written: exploring the efficacy of Google tools for promoting collaboration and language competency

P1.3: Research Development Fellowships (RDFs) - Morris Room The impacts of engagement in research, with a focus on the RDF programme: Maggie Gregson – University of Sunderland (Professor of Vocational Education)

Sheila Kearney – Education and Training Foundation (Head of Research)

Paul Wakeling – Havering Sixth Form College (Principal)

Tinyan Akin-Omoyajowo – Barking and Dagenham FE College (Deputy Curriculum Director)

Paul Roberts – Barking and Dagenham FE College (Advanced Practitioner in Functional Skills)

Michael Smith – Barking and Dagenham FE College (Lecturer in Functional Skills)

Laurence Johnson - Barking and Dagenham FE College (Lecturer in Functional Skills)

Steph Taylor – HMP Dovegate (College Leader)

P1.4: Professional development – Emerson room Khorshed Bhote - City Lit

Blended Approach to Professional Development of Experienced Teachers: A Case Study

Suzanne Savage South Worcestershire College

Coaching into action: Supporting lecturers to plan and implement improvements in teaching, learning and assessment

Kathryn Langford - Lowestoft College

Action Research into Effective CPD

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P1.5: Maths and ESOL – Herschel room Sarah Richards - Abingdon and Witney College

Resitting GCSE Maths; do growth mind set messages make a difference?

Bilal Bobat and Danielle Watts English and maths Barking and Dagenham College

What the ‘Flip’ do we do? Can flipped learning improve the delivery of GCSE Maths in Further Education?

Richard Gallen - Tower Hamlets College

Recognising and working with emergent language in the ESOL classroom Part 2: Interaction and learning in small group conversations

Workshop presentations session 2 (1.45 – 2.45) P2.1: Whole organisation approach - Brewer and Smith room Sandra Draper - Hull College Group

Flipping Learning in Hair, Beauty Therapy and Catering

Joss Kang introducing a whole organisation approach (WOA) to practitioner-led action research including interviewing Catherine Cox - CableCom Training and Phillipa Firth - Kirklees College about their experiences of introducing a whole organisation approach and sharing the materials developed by emCETT to support providers wishing to implement a WOA to action research.

P2.2: Curriculum - teaching, learning and assessment – Arnold room James Tarling - Exeter College

Everything Flows: How do learners themselves characterise their experiences of 'Flow' and how can these findings inform new practises in teaching and learning?

Brian Todd – Siemens Energy

Trying to make some sense of it all: Investigating learners’ experiences of assessment in engineering training. Siemens Energy

Jo Dixon - TWICS

Exploring Approaches to Supporting Adults to Develop Basic ICT Skills

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P2.3: Curriculum - professionalism – Morris room Balwant Kaur Leeds City College

…But do you have the courage to teach? An investigation into the purpose of initial teacher education programmes in the 21st century in times of change and uncertainty

Nick Bailey - Thurrock Adult Community College

What is the current relationship between CPD, Performance Management and Observation in the Further, Adult and Vocational Sector?

Dominic Thompson and Alec Dyer - South Downs College

How sensitive do you need to be? The role of the facilitator in a 21st century FE business classroom.

P2.4 ESOL and family learning – Emerson room Rachel Bate - Idea Store Learning Tower Hamlets

Learner-led discussion in the ESOL classroom

Vicky Meer and Rachel Twort family learning - English and maths Bradford City College

Getting the family into family learning: Investigating models of intergenerational learning to inform curriculum development.

Anna Kennedy - WEA

Does teaching literature to ESOL and Functional English learners promote deeper emotional participation of the students in the process of learning a new language?

P2.5 Offender learning – Herschel room Michael Allcock

Joint Practice Development, a key to unlock change in the offender learning sector

Alison D Taylor - The Manchester College

The Healing Power of Creativity in Prisons: How do we empower ownership for the Employment and Training Portfolio?

Karen Bruin

I’m a prisoner – Get me out of here!

Stephanie Taylor - HMP Dovegate

Student Voice: The Role of the Learning Support Assistants within offender education: can they enhance the teaching and learning offer?

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Contact details

Provider name, contact and email address Ref.

Abingdon and Witney College Sarah Richards - sarah.richards@abingdon-witney.ac.uk

E6.1

Action Acton Elizabeth Jane Asadi - Liz.asadi@actionacton.com

E5.1

Action Acton Marcin Lewandowski - Marcin.lewandowski@actionacton.com

E7.1

Banbury and Bicester College Nic Morgan - Nic.Morgan@banbury-bicester.ac.uk and Dean Turvey-Brown

E3.1

Barking and Dagenham College Bilal Bobat - Bilal.bobat@bdc.ac.uk and Danielle Watts - Danielle.watts@bdc.ac.uk

S2.1

Bedford College (Shuttleworth Campus) Carl Groombridge - cgroombridge@bedford.ac.uk

E7.2

CableCom Training Ltd Catherine Cox - Catherine.cox@cablecomtraining.co.uk

E7.3

Cambridge Regional College Christine Fay - cfay@camre.ac.uk

E6.2

Cambridgeshire County Council, Cambridgeshire Learning Services Naomh Campbell - Naomh.Campbell@cambridgeshire.gov.uk

E6.3

Central Sussex College Dan Creed - dcreed@centralsussex.ac.uk

S5.1

Christ the King College: St. Mary’s Emerson Abraham Jackson - e.jackson@ctksfc.ac.uk

S5.2

City College Norwich James Taylor-Lawrence

E5.2

City of Bristol College Denise Dickens - dickens@cityofbristol.ac.uk , Victoria Bennett and Annie O’Connor

E1.1

College of West Anglia Joyce I-Hui Chen - jchen@col-westanglia.ac.uk , Ozan Erdinc and Celia Geen

E7.4

Dearne Valley College Gemma Holtam - gholtam@dearne-coll.ac.uk

E7.5

Easton & Otley College Katie Wilden - katie.wilden@eastonotley.ac.uk

E1.2

Easton & Otley College Trish Bradwell - trish.bradwell@eastonotley.ac.uk

E7.6

Exeter College James Tarling - jamestarling@exe-coll.ac.uk

E2.1

Exeter College Gillian Keir - gillkeir@exe-coll.ac.uk

E5.3

Exeter College Pippa Stone - pippastone@exe-coll.ac.uk & Sarah Mandeno - sarahmandeno@exe-coll.ac.uk

E6.4

Family Learning – City of Bradford Vicky Meer - Vicky.meer@bradford.gov.uk Rachel Twort - Rachel.twort@bradford.gov.uk

S2.2

Hadlow College Sarah Boodt - Sarah.boodt@hadlow.ac.uk

S4.1

Hackney Community College Robert Galvani - rgalvani@hackney.ac.uk

E5.4

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Hereford College of Arts Sarah Crowson - s.crowson@hca.ac.uk and Simon Denison - s.denison@hca.ac.uk

E4.1

HMP Dovegate (SERCO) Stephanie Taylor - steph.taylor@serco.com

E4.2

Hull College Group Sandra Draper - sandra.draper@hull-college.ac.uk and Emily Armstrong - Emily.Armstrong@hull-college.ac.uk

E7.7

In Touch Care Ltd Tamara Clark - tammy.clark@intouchcare.co.uk

E7.8

KEITS Training Services Emily Cullum - Emily.cullum@keits.co.uk

E3.2

Kirklees College Cathy Clarkson - cclarkson@kirkleescollege.ac.uk

E7.9

Kirklees College Julia Farrar - jfarrar@kirkleescollege.ac.uk Grace Clifford and Clare Jordan

E6.5

Kirklees College Richard Turner - rturner@kirkleescollege.ac.uk & Philippa Firth - pfirth@kirkleescollege.ac.uk

S1.1

Kirklees College Sam Shepherd - sshepherd@kirkleescollege.ac.uk

E1.3

Leeds City College Balwant Kaur - balwant.kaur@leedscitycollege.ac.uk

S1.2

Lewisham Southwark College Shoshi Ish-Horowicz - Shoshi.ish-horowicz@lesoco.ac.uk

E1.4

Lowestoft College Roddy Smith - r.smith@lowestoft.ac.uk

E4.3

Lowestoft College Kathryn Langford - Ka.langford@lowestoft.ac.uk

E4.4

Lowestoft College Jo Hiller - j.hiller@lowestoft.ac.uk

E7.10

Mid Kent College of HFE Karen Scott – karen.scott@midkent.ac.uk

E3.3

Ministry of Defence Sue Thain - Sue.thain467@mod.uk

E5.5

North Lincolnshire Council Adult Community Learning Paul Burnett - paul.burnett@northlincs.gov.uk and Pam Priest Pam.Priest@northlincs.gov.uk

E4.5

North Lincolnshire Council Adult Community Learning Joy Tomlinson - Joy.tomlinson@northlincs.gov.uk & Pam Priest Pam.Priest@northlincs.gov.uk

E6.6

North Nottinghamshire College John McMahon - Jmcmahon@nnc.ac.uk and team of co-researchers

E6.7

Realise Futures Learning and Development Isabel Gavra - Isabel.Gavra@realisefutures.org, Rachel Turner - Rachel.Turner@realisefutures.org, Caroline Elgood - Caroline.Elgood@realisefutures.org

S1.3

Reaseheath College Victoria Salt victorias@reaseheath.ac.uk and Sean Hargreaves - seanh@reaseheath.ac.uk

E1.5

Siemens Energy Brian Todd - briantodd@siemens.com

S1.4

South Downs College Dominic Thompson - dthompson@southdowns.ac.uk Alec Dyer - adyer@southdowns.ac.uk

S1.5

South Tyneside College Eve Champney-Smith and Sue Hawley - Sue.Hawley@stc.ac.uk

E4.6

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South Worcestershire College (SWC) Suzanne Savage - ssavage@sworcs.ac.uk

S4.2

Stockton Riverside College Emma Wardell - Emma.wardell@stockton.ac.uk

E6.8

Stockton Riverside College Helen Irish - helen.irish@stockton.ac.uk

E7.11

Stockton Riverside College Phillip Hall - Phillip.hall@stockton.ac.uk

E7.12

Sunderland College Gillian Hughes - gillian.hughes@sunderlandcollege.ac.uk & Dionne Ross - dionne.ross@sunderland.ac.uk

E4.7

Sunderland College Samantha Stirzaker - Samantha.stirzacker@sunderlandcollege.ac.uk Amy Close - amy.close@sunderlandcollege.ac.uk

S1.6

The City Literary Institute Khorshed Bhote - Khorshed.Bhote@citylit.ac.uk

E3.4

The Manchester College – OLASS Alison Taylor - Alison.Taylor4@hmps.gsi.gov.uk

E1.6

The Manchester College Karen Bruin - Karen.bruin@hmps.gsi.gov.uk

S3.1

The Manchester College Michael Allcock - Michael.Allcock@hmps.gsi.gov.uk

S3.2

The Northern College Lou Mycroft - l.mycroft@northern.ac.uk

E7.13

The Sheffield College Andrew Stork - andrewstork2002@hotmail.com and Ben Walker - bwalker1903@gmail.com

S1.7

Thurrock Adult Community College Nick Bailey - n.bailey@tacc.ac.uk

S1.8

Tower Hamlets College Richard Gallen - Richard.Gallen@tower.ac.uk

E4.8

Tower Hamlets Idea Store Learning Rachel Bate - rachel.bate@towerhamlets.gov.uk

E5.6

TWICS (Training for Work in Communities) Jo Dixon - Jodixon70@yahoo.co.uk

E1.7

Wirral Lifelong and Family Learning Service Lesley Elliott and Alison Bell wirrallifelonglearning@gov.uk

E7.14

Wirral Metropolitan College Heather McGouran - Heather.mcgouran@wmc.ac.uk

E7.15

Wirral Metropolitan College Sara Purslow - sara.purslow@wmc.ac.uk

E7.16

Woking College Katherine Taylor - kta@woking.ac.uk

E5.7

Workers’ Educational Association , SE Jutinder Mason - jmason@wea.org.uk

E1.8

Workers’ Educational Association, SE Anna Kennedy - kennedyanya@yahoo.co.uk

E1.9

Workers’ Educational Association, Y&H Nicola Thorpe nthorpe@wea.org.uk

E1.10

Yeovil College Fiona Pavey - Fiona.pavey@yeovil.ac.uk

E4.9

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Ground floor

Lower ground floor

Mary Ward House Mary Ward achieved fame in her lifetime as the best selling novelist Mrs Humphrey Ward. Her aim was to promote equalisation in society and the building was soon crammed with local residents. To this day Mary Ward is seen as the unsung hero for social reform and it is believed that the social welfare system we know today was based on her aspirations. The house acted as a magnet for ordinary people who not only came to pursue intellectual interests and learn practical skills but to be part of a social and community network that included interest groups such as music, self-help groups, chess societies, and a centre of training. http://www.marywardhouse.com/History.php