HANDBOOK. Information and Guidance Notes for Teachers and Mentors

HANDBOOK Information and Guidance Notes for Teachers and Mentors www.etrust.org.uk 1 Important information: Name of your link organisation: Name of...
Author: Clemence Ellis
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HANDBOOK Information and Guidance Notes for Teachers and Mentors www.etrust.org.uk


Important information: Name of your link organisation: Name of your School Teacher / Company Mentor: Telephone:


Date of the Celebration and Assessment Day (CAD): Location of the CAD: Deadline for the project report to be sent:

EDT Mentor Name: Telephone:


Index: 1. 2. 3. 4.


6. 7. 8.

Welcome Background Go4SET Role of the Teacher  Contact time and commitment  Duty of Care  Promotion  Teacher CPD Role of the Team Mentor  Contact time and commitment  The Company Visit  Promotion  Assessor Nomination  DBS/PVG Check Go4SET Logbook Assessment Criteria CREST Awards Scheme

Page 3 Page 3 Page 3 Page 4 Page 4 Page 5 Page 5 Page 5 Page 6 Page 6 Page 6 Page 7 Page 7 Page 7 Page 8 Page 8 Page 8

Appendices: 1. Display Stand Guidance 2. Project Report writing 3. Copy of the Assessment Procedure

Page 9 Page 10 Page 10


1. Welcome: Go4SET is an environmentally themed 10 week STEM project for 12-14 year olds. It forms part of a continuum of schemes administered by EDT with one common mission; to inspire students towards STEM related careers by linking education and industry in real life situations using hands on learning and skills development. The information in this Handbook will provide guidance for the various elements of the scheme and the different roles within the project. 2. Background: The UK needs to increase the number of pupils pursuing careers in Science, Technology, Engineering and Mathematics (STEM) related careers. Research has shown that the exposure of younger age groups to businesses based within STEM encourages more students to choose post-16 courses in these subject areas, thus support from both Education and Industry is essential for this initiative. By providing a real life STEM based project, Go4SET aims to raise pupil awareness through work related learning within an industrial context, and empower young people to make informed decisions about their Key Stage 4/National 4 and National 5. The pupils benefit from project management experience as well as personal development skills to enhance their team working, creative and innovative skills. This all works towards highlighting the exciting future opportunities in STEM, influencing the study of STEM subjects at Further and Higher Education. 3. Go4SET: The project begins today and lasts approximately 10 working weeks allowing for holidays within the academic timetable; the scheme culminates with a Celebration and Assessment Day (CAD) where the following elements are marked by panels of Assessors drawn from industry to select the winning teams.   

a written report, bound and professionally written a 5 minute presentation given to a panel of Assessors an exhibition stand to demonstrate the project visually

The Assessment Criteria can be found in Appendix 3 and details of the prizes available for your hub will be provided on the day. We do hope you enjoy the programme and thank you for your support; it is invaluable. If you have any questions during the course of your project, please do not hesitate to get in touch. The EDT team wish you all the best in your project work and look forward to seeing you at CAD.


4. Role of the Teacher: In order to expose the students to opportunities and potential career pathways in STEM, the project is based within the real-life context of the school environment, therefore the teacher is the main point of contact for the project within the school for both the EDT and the Company Mentor. In this way, you are the project overseer which includes regular liaison with the Mentor, including organising school visits and the company visit which really enriches the programme. Equally, you are responsible for all the students at all events in relation to the scheme, acting in locus parentis and organising relevant risk assessments, transportation and paperwork necessary for your own school and council requirements. Practically, we ask you to ensure the project team meet regularly, have access to any facilities they may need such as D&T workshops to build the models, and access to information within the school. We ask you to encourage ideas and creativity from the team, and provide the weekly guidance for the project to ensure it is on plan and the deadlines such as the deadline for the project report are met. The roles within the project are varied and flexible but we ask the teacher to ensure all aspects of the project management are addressed. Previous partnerships have seen the teacher and the mentor work together with the team to allocate project roles, such as Project Manager, Design Engineer and Scriber, but this is something for you to manage. Further requirements:    

Ensure the Pupil’s are registered on the scheme and ensure your EDT office are informed of any changes to the team and the title of the project for certification purposes at the CAD. Act in locus parentis for the events and organise all risk assessments, permission paperwork and transport to enable the students to leave the school premises. Ensure the pupils balance their school/college work with the project and ensure weekly meetings and progression is made in line with the project management timeframe. Ensure early contact is made with the Mentor who is integral to the project. This includes organising the company visit towards the start of the project, regular meeting dates and continued communication throughout: a strong relationship with the Mentor is imperative for the project outcome and pupil experience.

Contact and time commitment: Attendance at the Scheme Launch Day and the CAD and approximately one - two hours per week support for the project, although this may vary depending on the Company Mentor input. We also ask you to organise and host the Company visit which ideally should be done towards the beginning of the project to enhance the real-life context.  Liaise with the Company Mentor for attendance at the weekly meetings, or via email and telephone when the Company Mentor cannot attend.  Liaise with the Team Mentor for a company visit for the team and undertake all responsibilities to facilitate the visit, such as permission slips, risk assessments and transportation, as part of an enrichment activity for the project.


Duty of Care: The EDT requires that the following is observed for the protection of participating students: 1. The school is responsible to obtain all relevant risk assessment with support from EDT as appropriate and is reminded that teachers are in loco parentis. 2. At all events students will be notified of house rules and informed that in no circumstances are they to leave the venue without written permission from the school. All Health and Safety rules relevant to the programme will be drawn to the attention of and observed by students engaged in any element of the programme 3. Confirmation of the event venue Employers Liability Insurance and Public Liability Insurance will be made available on request. It is the responsibility of the school to ensure that their insurances are adequate for the purpose of involvement in the scheme, including cover for out-of-hours risk and any transport arrangement and drivers. All relevant EDT staff possess DBS/PVG accreditation and the supporting company mentors are advised to arrange DBS/PVG clearance for any staff or helpers participating in the scheme. The EDT also offer help for the companies to gain this check. 4. Any visits will be supervised by either the supporting company or school staff and helpers with DBS/PVG accreditation having relevant capability: they will not drive any transport without appropriate insurance. 5. Students will be advised if any protective clothing or equipment is required. 6. No illegal substances, smoking or alcohol are allowed at any time The EDT may send home at any time, a student that in their opinion has ignored a warning or is not behaving satisfactorily. In this event, the school should advise the students’ parents or guardians. Promotion: Promoting Go4SET within your school and community can make for excellent publicity opportunities with local and educational press. Please encourage the team to promote their project using blogs or articles for the school newsletters and local contacts to use the excellent work you will all be undertaking to promote both your school and the Go4SET scheme. Please consult your EDT office with any media so we can ensure consistent scheme information is used. Teacher CPD accreditation with Go4SET: All Go4SET teachers and teaching assistants are invited to have their project input formally accredited by the College of Teachers (CoT). The accreditation available is the ‘Certificate of Educational Studies’ (CoES) and is the first step towards a continuum of CPD accreditation opportunities. The teacher is required to fill in a brief log book of their involvement in the scheme. This should be filled in throughout the project and not retrospectively as it is intended to be a continuous record of the input. More information can be provided from EDT staff or at www.collegeofteachers.ac.uk


5. Role of the Team Mentor: The role of the Team Mentor is essential to the Go4SET objectives as you possess the expertise, experience and industrial knowledge to take the project outside of the classroom for the students. A major element of the Go4SET experience is this interaction as you are acting as a role model and therefore providing not only an experience, but a glimpse of the real-world. Through interaction with the pupils and their project you will be guiding the team(s) towards a greater awareness of how Science, Technology, Engineering and Maths can be applied in a real-life situation. Your own experience and career pathway, as well as your knowledge of practical working conditions will be an invaluable resource to the team and we encourage you to discuss this openly during your meetings. Practically, you are the expert in the scientific and technological skills required for the projects and the more you can offer in the way of guidance and information, the better the project will be. You are also the external link to demonstrate practical working skills such as project management and team working within industry, which are essential for young people to develop for their own futures and to address the shortage that UK industry require. As the project management expert we ask you to oversee every stage of the project, offering support and guidance along the way and ensuring progress is made all the while keeping a pragmatic check from conceptual ideas to realistic outcomes.  

Stimulate ideas and motivate the team to be creative, but at the same time encourage them to be realistic with the given time constraints. Take into account the pupils’ ages, but that is not to say they should be spoon fed and not challenged: mistakes will happen as part of the project so your task is to offer guidance on how to cope with these issues and take responsibility as a team.

Contact and time commitment: In most cases EDT will try to effect initial contact with the teacher in advance of the launch. Attendance at the Scheme Launch Day and the CAD. During the project, your main point of contact is the Teacher and you should ensure regular contact. It would be desirable if weekly contact is made with the team, preferably through a personal visit, though we understand this is not always possible. Where visits are not possible please liaise with the Teacher via email and telephone. The Company Visit: A company visit for the team is a key element of the Go4SET experience as it is the opportunity to bring real world context to the project and again take the project outside of the classroom. Ideally the visit should take place at the start of the project to help set the project in context and enthuse the students and their ideas from the start. It also demonstrates your working environment and introduces your company and the work you undertake. This visit really does enrich the experience for the students as they are able to gain general insights about industry and hopefully relate their own project challenge to those faced by your company. If there are any obstacles to this, such as on-site restrictions, we do ask you to source an alternative visit if possible. Please keep in touch with the EDT team with any updates to the project title, team members or if there are any questions or concerns. 6

Below are some suggestions for the visit:    

 

Identify a colleague who has responsibility for the generic area of the project topic, for example energy usage, and try to involve them in the event. It will be useful to provide an outline of what is trying to be achieved through the scheme. Organise a welcome meeting where you can cover any site health and safety requirements, evacuation procedures and introduce your company through a short presentation. Allow time for, and encourage initial questions from the pupils. Arrange for a conducted tour of the company site or relevant parts thereof. Try and relate the project topic to the tour and encourage questions from the pupils. Try and think of interesting company details:  The overall size of the site and the buildings on site  Any interesting design features of buildings on the site  The number of people working at the site  How the work force is divided: production, management, research and development, administration, utility services etc.  Annual costs of: raw materials, energy (of all kinds), utility services  How is waste material (of all kinds) dealt with: methods, cost, etc.  Details of the locality; proximity of: rivers, roads, railway routes, airport, towns etc.  Company Environmental Policy / Community Policy / Health and Safety Policy. If your company has a newsletter, recommend they interview the team(s) and feature an article on the project. Consider organising a meeting with your senior management. Try to arrange for the pupils to give their project presentation at the company and encourage colleagues to participate as members of the audience: this can play a significant part in confidencebuilding amongst members of the team(s). It is also worth suggesting senior management visit the school and ask the team(s) to guide you around their facility. After the visit, and as the pupils get into the project, continue to relate their experience.

Promotion: Promoting Go4SET within your organisation can make for excellent publicity opportunities with local and trade press. Please encourage company newsletters and local contacts to use the excellent work you will be undertaking to promote both your organisation and the Go4SET scheme. Please consult your EDT office regarding any media so we can ensure consistent scheme information is used. Assessor Nomination: We ask you to nominate a senior member of staff to act as an assessor at the CAD. They will read through the Project Reports of no more than 5 teams, listen to the presentations on the day and mark the teams to select the winners. This is an excellent way for senior management to experience the project first hand and meet the pupils you have been working with. Disclosure and Barring Service / Protecting Vulnerable Groups Check: Due to the age of the pupils involved, it is essential all Team Mentors obtain a valid Disclosure and Barring Service (DBS) or Protecting Vulnerable Groups (PVG) check for working with children. We can assist with this through our partner organisations but please be aware you will need to produce identification in person and there may be further inductions if this cannot be done as part of the Scheme Launch Day. 7

6. Go4SET Logbook: As an aid to project management, and as a reference document only, we are happy to provide an electronic copy of the Go4SET Logbook where each pupil can record their activities and work as they go along. It may be an idea to recommend to the students they attempt to identify the skills they are gaining and using as they work through their project, including softer skills such as communication skills and team working skills, as well as specific skills such as Project Management. This document can be used as part of a portfolio and for FE and HE interviews if appropriate, as well as to demonstrate skills gained throughout the project. Go4SET Logbooks are no longer accepted by the British Science Association for CREST Awards. Please follow the CREST guidance to submit projects for CREST assessment: 

Appendix 2 – Project Report Writing, Personal Appendix, point 10, page 10.

7. The Assessment Criteria: (further information in Appendix 3 of this Handbook.) At the CAD, the students will be expected to produce a Project Report, an exhibition in the form of a display stand and a 5 minute presentation followed by questions on their project. Some elements of these criteria may be unfamiliar to many of the students so they may require assistance.  Project Report: advise on style and content of the report; the Gantt chart should be evident as should appendices and diagrams if applicable. The report should include technical information as well as the ideas conceived throughout the project, and the final idea with justification. Check deadlines for submission and check the written aspects of the report, ensuring accurate English and good grammar is used throughout but this should be student lead.  5 minute presentation: this is a presentation to a panel of independent assessors at the CAD and every pupil should participate. Preparation and practice is the key and it is beneficial if the presentation can be made to your senior management team/other pupils and managers/colleagues prior to the CAD.  Display stand: This is a visual display of the project and should be clear and understandable.

8. CREST Awards Scheme: The CREST Awards Scheme offers students nationally respected accreditation of their work for a small cost and little extra effort. Taking part is easy and you will find out more during the teacher briefing at the GO4SET Launch. At the Go4SET launch you will be invited to register your team for CREST Silver Awards. All teams need to provide for CREST assessment is their GO4SET project report and the one page GO4SET CREST Checklist. Guidance and the GO4SET CREST Checklist are available online, and you will be told where to find these at the launch. The Go4SET CREST Checklist helps teams ensure they have given evidence of our assessed skills in their reports. CREST assessors will discuss projects with teams at the CAD to finish assessment. GO4SET projects are initially registered for CREST Silver Awards. If we believe students’ work does not meet the required standard, we will offer them the opportunity to provide further information, or offer them CREST Bronze Awards. 8

Appendix 1: Exhibition Stand dimensions (provided by Go4SET at CAD venues) The recyclable Display Stands are for the school to keep and are light-weight cardboard that fold into three. Blu-Tac, Sellotape, Pritt pads or pins will work on these surfaces. Please refer to regional differences at the Scheme Launch Days.

GUIDANCE NOTES - The project display stand: The display stand should tell the story and should not attempt to be a larger version of the Project Report. A table top will be provided to display a model(s) and any other materials. Some features of a good project display stand are:  a project title  a logical order from left to right across the display panels  a clearly identified original brief  an indication of the method of approach  a clearly described project outcome Design Features:  The smallest font should be readable from a distance of around two metres: encourage the team to use colours to make the display more visually interesting.  Keep to a consistent style of messages in terms of both font and content.  A picture can replace a thousand words so check to see if graphics can help.  By all means, use clever visual techniques, but use them for clarity and not as a gimmick.  Novel techniques can inject fun and can therefore make a complex issue more interesting.  A table display should relate clearly to the display panel information.  A person not familiar with the project should be able to take in the displayed information in about a minute and a half, and has no need to ask questions to clarify. 9

Appendix 2: Project Report writing The team is expected to produce a professional project report to detail the work undertaken during the competition and this is something that the Company Mentor can offer guidance and support on. It is an intrinsic part of the project and as such it should be started early in the project phase and worked on throughout as it is a written document mapping the structure of the project, including research, testing, outcomes as well as recording meeting notes, sketches and designs that will boost the report. The report should be written in a simple, straightforward style, be presented on A4 paper and bound into a convenient booklet. As this is a professional document, long passages of prose should be avoided as this is not an English essay, but please note good spelling and grammar is still important and will be assessed. Using bullet points to list the important points is acceptable and indeed encouraged, as is the use of annotated diagrams, appendixes and splitting the report into suitable titles and headings/sub-headings. The report should be submitted using the issued Drop Box usernames and passwords in advance of the CAD, (please check regional deadlines) and the quality will be taken into account by the Assessors as part of the Assessment Process. At least four hard copies should be brought on the Celebration and Assessment Day as part of the Display Stand. The following is guidance on the report. The company mentor may have their own format in which case we suggest a bespoke approach is taken. 1. 2. 3. 4. 5. 6.

Front Cover including names, logos etc. Acknowledgements Contents Page with page numbers and reference Team Introduction: the Team members, Teacher and Company Mentor Project Introduction and initial thoughts, ideas Planning, research and testing: the GANTT chart, role allocation, initial research, sources, scientific experiments, modelling and testing 7. Results Analysis: scientific data and any issues encountered 8. Recommendations: main proposal 9. Conclusions 10. Personal Appendices: half a page from each individual student covering their role, contribution and the skills they have learned during the project. This is particularly important if the team is registered / registering for CREST Awards, in which case each student should also reflect on how they could have improved the project. Specific CREST Awards guidance and examples are available on this topic. 11. References 12. Glossary 13. Appendices The pupils should try to say how their project relates to the wider world; how some of their ideas might be useful in other situations, like bigger or smaller scale situations or maybe in the third world. Appendix 3: Copy of the Assessment Procedure The Celebration and Assessment Day (CAD) is the culmination of the Go4SET programme where the teams display their projects, present and talk about their experiences in the hope of winning one of the prizes on offer; the prizes available differ at each CAD. Each assessment panel consists of a selection of professionals, as well as one Chair of Assessors and no more than 5 projects will be assessed on the day. The assessment process consists of a formal 5 minute presentation, (PowerPoint is optional 10

so verbal presentations will not be penalised), a visit to the Exhibition Stand and approximately 10 minutes for questions; please see bespoke agendas for accurate timings. The assessors will be asked to identify a winning project (highest marks), as well as projects where considerable effort was made. For example:  ‘Best Overall Project’ - the team achieving the highest results across the categories.  ‘Most Innovative Project’ - an original idea/concept is identified but the ability to present/report is limited due to ability or circumstances.  ‘Best Team Effort’ - the team that have showed considerable team working skills, whether this is demonstrated in their project or not. More guidance can be provided at the CAD by EDT staff. Assessment process: The assessment process is separated into 8 different criteria, below. Each team will be expected to produce a Project Report, a copy of which will be sent approximately one week before the CAD to the assessor to read through and mark appropriately prior to the day. Each category carries a total mark of 8 that can be broken down in the following way: Description

Marking range

Performance is generally lower than what is expected


Evidence of a good techniques/judgement/understanding that has been effectively applied


Evidence of exceptional performance


There are further examples for each of the 8 categories below: 1. Report Writing The overall presentation of the report Clarity of written descriptions, spelling and grammar

Quality of illustrations Does it cover the topic brief adequately?

2. Verbal Presenting Clarity of verbal descriptions How organised they were, ie, did all participants speak?

Did the student engage with the assessors? Did the teams display a good knowledge of their brief?

3. Display/Presentation Design Clarity of message and illustrations (effective summary) How imaginative and engaging were the team?

Effective use of visual aids during the presentation and/or display stand

4. Responding to Questioning How well do they know and understand what they have been doing?

Do they have ideas beyond what has been said so far? Are they aware of any limitations in their suggestions?

5. Interpretation and Research Brief understood clearly Appropriate research and experimentation carried out

Multiple solutions considered Reasons demonstrated for their focus

6. Testing and Solution Sound and realistic solution(s) chosen that could/would work well in practice Effectiveness of testing and judgement for modelling?

Solution relates to the set brief and team specification? Have the team related their findings to the wider world or provided further development suggestions.

7. Planning (tasks/resources/time) The extent to which they listed, ordered and divided identified tasks

How did they fit what needed to be done into the time frame?

8. Team Working throughout the project How team members co-operate and communicated How did they resolve conflicts?

Did each team member make a reasonable contribution?