Archive for month: June, 2022
Accessibility Statement
/in display-on-home /by Chloë HynesAccessibility
Under the Public Sector Bodies Accessibility Regulations 2018, public sector organisations are now required by law to produce accessible websites and apps, along with a full accessibility statement. Although CCC is not a public sector body, a commitment to accessibility is at the heart of our practice and extremely important for our work as educators, researchers and independent evaluators.
At CCC, we advocate for a holistic approach to accessibility that moves beyond legislative requirements. Below we share our accessibility statement, as well as some examples of how we are putting our words into practice within our work and through the resources we produce.
We are always looking for ways to further develop our practice and understanding of accessibility. If you have any comments, suggestions or ideas about how we can extend and develop this aspect of our work, we warmly invite you to share your thinking through the Padlet Board below.
Accessibility Statements for some of the key digital tools used during training by the CCC team
- Zoom’s accessibility statement
- Mentimeter’s accessibility statement
- Padlet’s accessibility statement
- Wakelet’s accessibility statement
- ThingLink’s accessibility statement
Our teaching and learning practices
At CCC, we take a person-centred approach to teaching and learning, which aims to utilise people’s existing strengths and knowledges as experts in their own lives and learning practices. In order to facilitate equitable teaching and learning opportunities, we continually undertake attentive, dialogical quality assurance processes within the CCC team, helping ensure that the sessions we design, the materials we develop and the platforms and sources of information we advocate are fully accessible. Recently, we have been using Worchester Council’s SCULPT Model as our point of reference, helping us to consider key aspects of resource development, including: Structure; Colour and contrast; Use of images; effective practice for sharing Links; and the use of Plain English.
Whether our training is facilitated online, as a hybrid activity or face-to-face in a physical environment, the CCC team embrace evidence-informed pedagogical approaches that model effective practice. Much of this evidence base has been built up through the shared experiences and insights from the many hundreds of practitioners we have worked with and supported in the past, resulting in a tacit knowledge base and the utilisation of co-created practices for accessibility that truly resonate with, and meet the needs of, participants. This approach consists of:
- Sharing resources and agendas prior to training sessions, so people can access them according to their personal preference (e.g., by changing the colour or font on documents or by putting them through a screen reader).
- Opening both face-to-face and online training rooms before our training sessions begin, so participants can check their equipment and ensure that they feel comfortable within their learning space.
- Wherever possible, embedding digital tools within our website, resources and training practices that enable individual users to set their own preferences.
- Not overloading people with too many different digital tools during training sessions. Instead, we prefer to select a few key digital tools, so people can try them out and develop their confidence in using them. We also strive to only use digital tools that have been developed with accessibility requirements in mind (to read the accessibility statements for some of the key digital tools we commonly use during our training sessions, please see above).
- Taking an ‘under the bonnet’ approach to accessibility that (where appropriate) makes our pedagogical decision making explicit. By articulating not only what we are doing but why we are doing it, we are able to share our learning with others so they can adapt and contextualise it for their own practice.
- Creating participatory spaces within our training sessions for meaningful discussion, ideas sharing and creativity around the facilitation of inclusive learning and effective practices for accessibility.
- Embedding opportunities for digital literacy development, supporting and empowering people to articulate and address accessibility challenges and engage in learning in ways that meet their individual needs.
- Offering people a choice about how they engage in or respond to a learning activity. For example, in an online training situation, participants may be encouraged to share their responses to a stimulus question using Mentimeter, with the chat function on Zoom also provided as an alternative method of response.
- Checking how our teaching and learning content and resources look and how they are accessed on a range of devices. This approach supports us to consider how the materials we use for our training and events is experienced by people who are accessing the session using different devices (for instance via a tablet, mobile phone, face-to-face or on a computer).
- Sending a follow-up email or evaluation form following training events, asking people to share their experiences of the training, whether they felt their needs were addressed effectively and to share their ideas about how we can continue to develop and improve our practice.
Stories from the team about how CCC’s commitment to accessibility works in practice
- Navigating Digital Accessibility in ‘Am I Doing Enough’ blog by Chloë
- Using chat as a collaborative space in ‘The Double Decker’ blog by Chloë
- PowerPoint Tips and Tricks a reflection and resource by Chloë
- Stimulating thinking about digital accessibility by Chloë
Our values: continuing to grow and learn
Level 3 Education and Training
/in display-on-home /by Chloë HynesNEW COURSE DATES ANNOUNCED!
Level 3 Award in Education and Training
- Would you like recognition as an outstanding trainer in your chosen field?
- Would you like to feel confident that your practices are up-to-date and effective?
- Would you like more credibility with your clients/ trainees?
- Would you like to improve your career prospects?
- Would you like to validate your training expertise?

Following on from the highly successful Train the Trainer programme we delivered on behalf of ScreenSkills, we are now offering a formal accredited and recognised Level 3 Award in Education and Training (contextualised to ‘screen industries’) course which will be linked to the ScreenSkills CPD Framework throughout. The course is highly subsidised by ScreenSkills, offering excellent value for money at just £175.00 which includes:
- 10 sessions of blended learning, with 2 hours per ‘day’ taught synchronously (online via Zoom) and the remaining time delivered asynchronously over a period of several months
- accreditation registration
- mentoring support
- internal/ external assessment
- and certification.
Aims + Objectives
The aims of the qualification are to enable trainers:
- To understand the roles and responsibilities in relation to teaching
- To understand appropriate teaching and learning approaches within their specialist area
- To plan, deliver and evaluate microteaching sessions or assessed practice in a real work environment
- To understand the use of assessment methods and record-keeping
Study Content
Units covered are:
- Understanding roles, responsibilities and relationships in education and training
- Understanding and using inclusive teaching and learning approaches in education and training
- Understanding the principles and practices of assessment
New Course Dates
Every live session listed below is 10-12noon. There will also be an accompanying asynchronous session every fortnight for you to access and engage with in your own time.
Your assessments will be via online portfolio which you will build throughout the course, culminating in your final microteach. You will have support from your trainers throughout the course.
Session 0 (induction) | Wednesday 20 July 2022 |
Session 1 | Wednesday 03 August 2022 |
Session 2 | Wednesday 17 August 2022 |
Session 3 | Wednesday 31 August 2022 |
Session 4 | Wednesday 14 September 2022 |
Session 5 | Wednesday 12 October 2022 |
Session 6 | Wednesday 26 October 2022 |
Session 7 | Wednesday 09 November 2022 |
Session 8 | Wednesday 23 November 2022 |
Session 9 (microteaches) | Wednesday 07 December 2022 |
Session 10 (microteaches) | Wednesday 21 December 2022 |
Educating Yourself In Prison: An Inside Job
/in display-on-home /by Chloë HynesOur film aimed at helping prison inductees new into the regime, to give them some hope and to help them see how valuable education can be on their journey.
Interesting links
Here are some interesting links for you! Enjoy your stay :)Pages
- Coventry AES EDS Report
- 1: Kendal College and South Lakes Community Learning
- 10a: Education and Training Collective
- 10a: Suffolk New College
- 10b: Haringey Adult Learning Service
- 10b: Leeds City College
- 10c: Myerscough College
- 10d: NOVUS
- 11: Develop
- 11a: Newcastle College
- 11b: Springboard Sunderland Trust
- 11c: Sunderland College
- 12: West Suffolk College
- 12a: Kirklees College
- 12b: Craven College
- 12c: Gateshead College
- 12d: Warrington + Vale Royal College
- 13: Petroc
- 14: New City College
- 15: South Essex College
- 16a: Weston College
- 16b: Westminster Adult Education Service
- 17a: Essex ACL
- 17b: ELATT
- 18: Shipley College and Waltham Forest College
- 19: United Colleges Group
- 1a: City of Liverpool College
- 1a: South Devon College
- 1b: DevelopEBP
- 1b. South Essex College
- 1c: Brooklands College
- 1c. York Learning
- 1d: The College of West Anglia
- 2: Lakes College
- 20a: Hull College
- 20b: New College Durham
- 20c: Wakefield College
- 21a: Haringey ALS
- 21b: Islington ACL
- 22a: Macclesfield College
- 22b: Education and Training Collective
- 23: North Yorkshire County Council
- 25: Newcastle College
- 26: Bishop Burton and Riseholme College
- 27: The Sheffield College
- 28: Basingstoke College of Technology
- 29: College of West Anglia
- 2a: Suffolk New College
- 2a. NOVUS
- 2b: East Coast College
- 2b: NOVUS
- 2c: New College Stamford
- 2c: NOVUS
- 2d: Harlow College
- 3: Warrington Vale Royal College
- 30: Springboard Sunderland Trust
- 31: TCHC Group / All Trades Training Ltd
- 33: LTE Novus
- 34: Chesterfield College
- 35: City of Stoke on Trent Sixth Form College
- 36: Solihull College and University Centre
- 3a: Havant and South Downs College
- 3a. Macclesfield College
- 3b: Cambridge Regional College
- 3b. Newcastle City Learning
- 3c: Southend Adult Community College
- 3c. Northampton College
- 4: Sheffield College
- 4a: USP College
- 4b: Buckinghamshire College Group
- 4c: Morley College
- 4d: The Sheffield College
- 5: Reaseheath College
- 5a: Community Learning Skills – Kent Adult Education Service
- 5b: Petroc
- 5c: The Royal Borough of Kensington and Chelsea
- 6a: City of Liverpool College and Hopwood Hall College
- 6a: Greater Brighton Metropolitan College
- 6b: City Lit
- 6b: Sheffield Lifelong Learning
- 6c: LSEC
- 6d: New City College
- 7a: Bishop Burton College
- 7a: Cambridge Regional College
- 7b: Bolton College
- 7b: City of Wolverhampton College
- 7c: Burton and South Derbyshire College
- 8: Mouton College
- 8a: Lakes College
- 8b: Wirral Lifelong Learning Service
- 9a: Grantham College
- 9a: University College Birmingham
- 9b: Leicester College
- 9b: Sandwell College
- 9c: Moulton College
- 9c: Northampton College
- A Sense of Belonging
- About Us
- Academic and Practitioner-Led Research, We Can Learn From and Inform Both
- Accessibility Statement
- Accreditation
- Activities for supporting maths and English learners
- Andy
- Anthology Editorial – Jean McNiff
- Assessment and Tracking Process
- Assessment and tracking progress (NTC)
- Breaking the cycle
- Chloë
- Claire
- Cluster 1
- Cluster 10
- Cluster 11
- Cluster 13
- Cluster 14
- Cluster 15
- Cluster 2
- Cluster 3
- Cluster 4
- Cluster 5
- Cluster 6
- Cluster 7
- Cluster 8
- Cluster 9
- Contact
- Developing an action research-based model for College-wide Professional Development
- Digital Literacies
- Digital Skills are Essential in a Global Pandemic (and Beyond)
- Draft AR template
- Editorial
- Empowering teaching and learning communities to promote equality and celebrate diversity
- Equality and Diversity
- Equality and Diversity statement
- ESOL
- Essential Digital Skills
- Evaluation
- Helping Learners Feel the Relevance of English
- Home
- How project mentors energise practitioner research
- Improving Learner Outcomes in GCSE Maths
- Improving Lives: exploring the effects of mindfulness training
- Inclusive Practice
- Initial and Diagnostic Assessment: effective approaches for adult and community learning.
- Jo
- Level 3 Education and Training
- Level 3 English
- Level 5 Functional Skills English
- Level 5 Functional Skills English – pre-course activities
- Level 5 Functional Skills English – Session 1
- Level 5 Functional Skills English – Session 10
- Level 5 Functional Skills English – Session 2
- Level 5 Functional Skills English – Session 3
- Level 5 Functional Skills English – Session 4
- Level 5 Functional Skills English – Session 5
- Level 5 Functional Skills English – Session 6
- Level 5 Functional Skills English – Session 7
- Level 5 Functional Skills English – Session 8
- Level 5 Functional Skills English – Session 9
- Level 5 Functional Skills Maths
- Level 5 Functional Skills Maths – Pre-Course Activities
- Level 5 Functional Skills Maths – Session 1
- Level 5 Functional Skills Maths – Session 10
- Level 5 Functional Skills Maths – Session 2
- Level 5 Functional Skills Maths – Session 3
- Level 5 Functional Skills Maths – Session 4
- Level 5 Functional Skills Maths – Session 5
- Level 5 Functional Skills Maths – Session 6
- Level 5 Functional Skills Maths – Session 7
- Level 5 Functional Skills Maths – Session 8
- Level 5 Functional Skills Maths – Session 9
- Level 5 GCSE English
- Level 5 GCSE English – pre-course activities
- Level 5 GCSE English – Session 1
- Level 5 GCSE English – Session 10
- Level 5 GCSE English – Session 2
- Level 5 GCSE English – Session 3
- Level 5 GCSE English – Session 4
- Level 5 GCSE English – Session 5
- Level 5 GCSE English – Session 6
- Level 5 GCSE English – Session 7
- Level 5 GCSE English – Session 8
- Level 5 GCSE English – Session 9
- Level 5 GCSE Maths
- Level 5 GCSE Maths – pre-course information and tasks
- Level 5 GCSE Maths – Session 1
- Level 5 GCSE Maths – Session 10
- Level 5 GCSE Maths – Session 2
- Level 5 GCSE Maths – Session 3
- Level 5 GCSE Maths – Session 4
- Level 5 GCSE Maths – Session 5
- Level 5 GCSE Maths – Session 6
- Level 5 GCSE Maths – Session 7
- Level 5 GCSE Maths – Session 8
- Level 5 GCSE Maths – Session 9
- Meet the team
- Mentors (private)
- Mentors: Bob
- Mentors: Claire + Vicky
- Mentors: Sue
- Mentors: Tricia
- Offender Learning
- OTLA 3 (North East + Cumbria)
- OTLA 6 (English)
- OTLA 6: Project 1
- OTLA 6: Project 10
- OTLA 6: Project 11
- OTLA 6: Project 12
- OTLA 6: Project 2
- OTLA 6: Project 3
- OTLA 6: Project 4
- OTLA 6: Project 5
- OTLA 6: Project 6
- OTLA 6: Project 7
- OTLA 6: Project 8
- OTLA 6: Project 9
- OTLA 7 Final bookings
- OTLA 7 Research bookings
- OTLA 7 Writing Workshop bookings
- OTLA 8 (English, ESOL + EDS)
- OTLA 8 (English, ESOL + Essential Digital Skills)
- OTLA 8 Event Landing Page
- Our Values Statements
- Partners
- Patterns and Reflections
- Practitioner Action Research and Professional Wellbeing
- Practitioner Research
- Practitioners Using Action Research to Develop their Distinctive Pedagogies
- Professional Learning
- Projects
- Projects
- ScreenSkills Forum
- ScreenSkills mentoring form
- SEND + Neurodiversity
- Step Forward: Closing the feedback loop through learner-generated targets
- Supporting construction trainers to develop their teaching skills
- Sustainability
- Synergy in learning: tutors and student support assistants (SSAs) working together to promote learner self-assessment
- The Greater Your Storm, the Brighter your Rainbow: Sharing Pots of Gold from the OTLA Programme in Lockdown
- Train the Trainer
- Vicky
- What have we learned from the North East and Cumbria collaborative projects?
- EDS Cluster 1
- Newcastle CL EDS Report
- OTLA 7 (English + maths)
- WAES EDS Report
- 24: Novus – HMP Liverpool
- EDS Cluster 2
- Manchester AES EDS Report
- Barnsley MBC EDS Report
- Haringey ALS EDS Report
- Islington ACL EDS Report
- Cluster 12