Author: cava_admin

WCG’s (formerly known as Warwickshire College Group) Access to HE Diploma (Engineering) has been recognised for demonstrating a range of good practice within the 2023-24 academic year. The course Leader for Engineering, Ugochukwu Chibuisi, met with our Communication and Events Officer to share some insight into the good practice.

Industrial Site Visits to Britvic Soft Drinks LTD

Students had the unique opportunity to visit Britvic Soft Drinks LTD, where they explored the workings of an automated warehouse. This visit was particularly impactful for students studying programmable logic controllers (PLCs), as they could witness first-hand how these systems operate in a live industrial setting. Students typically work with simulators, but seeing the PLCs in action—monitoring conveyor belts and automated stacking in the control room—enhanced their learning experience. The site visit also sparked curiosity about career opportunities, leading students to ask questions about what they need to study to end up working there. One student has secured an apprenticeship at Britvic Soft Drinks LTD for this upcoming year. Overall, the experience enriched their education and led to more inquisitive, engaged students.

UCAS Application Support

WCG’s comprehensive approach to UCAS applications was another area they were praised on. They ensured that students received extensive support throughout the process. Within one of the ungraded Study Skills units, students had to write their personal statement and reflections on why they wanted to study engineering for the assignment. This meant that staff could provide detailed feedback on personal statements and give detailed references.This structured approach empowered students, ensuring they could confidently apply to universities or pursue alternative pathways, with 100% of students who achieved, progressing to higher education or apprenticeships.

Student Wellbeing and Mental Health Support

Another key area of good practice was wellbeing and mental health support. A strong emphasis was placed on student wellbeing, mental health, and resilience throughout their academic journey. The support system, including counselling and therapy, helped students navigate personal challenges while pursuing their studies. One student, who broke her hip midway through the course, was able to complete her assignments and graduate with the help of the wellbeing team. Another LGBTQ+ student found support in a welcoming environment that prioritised diversity and inclusion. These examples highlight the institution’s diverse levels of support and their commitment to providing a safe and supportive environment for all students, regardless of their circumstances.

Hands-On Learning and Group Projects

Practical, hands-on learning was another highlight of the programme. Students engaged in group projects where they tested mechanical and chemical principles, such as Archimedes law, in real-world settings. Having the opportunity to experience this instead of reading about it, helped the students stay engaged and remember the content.These group activities also fostered collaboration and problem-solving, preparing students for the teamwork often required in professional environments.

Thank you to Ugochukwu for giving up his time to talk to us, and well done to all of the staff on the Access to HE Diploma (Engineering) at WCG.

CAVA staff were pleased to be part of an international audience of over 900 people who attended the QAA online Conference ‘High Quality Life-long Learning for All’ in September 2024. The event featured a diverse lineup of speakers, including university faculty, media representatives and a fireside chat with Professor Dame Alison Wolf, Baroness Wolf of Dulwich, a key figure in the implementation of the 2023 Lifelong Learning Act. The conference focused on the impact of the Lifelong Learning Entitlement which comes into effect from September 2025.

The QAA Conference highlighted the transformative potential of the Lifelong Learning Entitlement (LLE) in reshaping the landscape of education and training in the UK. As the LLE approaches implementation, it’s important for FE and HE providers to understand its implications and prepare accordingly. The LLE presents an opportunity to rethink traditional educational approaches. Instead of focusing solely on pre-career learning, institutions should adopt a more holistic approach that supports lifelong development.

At the heart of the LLE lies the recognition that lifelong learning is not just a desirable aspiration but a necessity in today’s rapidly evolving world. The LLE offers individuals a flexible loan to invest in their education and skills development throughout their working lives. This presents a significant opportunity to address skills gaps, boost economic growth, and enhance social mobility.

However, the success of the LLE will hinge on several key factors. 

Firstly, it’s essential to raise awareness of the LLE among learners and employers. Many individuals may be unaware of the benefits and opportunities it presents. 

Secondly, FE and HE providers must adapt their offerings to meet the diverse needs of lifelong learners, including mature students who prioritise mental health support, financial assistance, and flexible learning options.

Thirdly, the credit transfer system must be streamlined to facilitate seamless progression between different courses and institutions. This will be crucial in ensuring that learners can make the most of their LLE. 

Fourthly, the integration of technology, such as AI, can enhance the learning experience and provide personalised support to learners. Finally, collaboration between FE and HE providers, employers, and government agencies is vital to ensure the LLE’s effective implementation and ongoing success.

As the LLE approaches implementation, FE and HE providers must be proactive in preparing for this new era of lifelong learning. By understanding the opportunities and challenges, and taking steps to adapt their offerings and strategies, they can play a pivotal role in shaping a future where everyone has the chance to learn, grow, and succeed.

Our Communication and Events Officer, Georgia Green, recently caught up with Zoë Chapman, author of the upcoming Access to HE Student Handbook, set to release in October. Zoë’s dedication to Access to Higher Education (HE) is clear through following her fascinating career journey.

Zoë’s journey began as an Access to HE Diploma student in Medical Science, which led to a Biochemistry degree at the University of Liverpool. After a tutor suggested she’d make a great teacher, she returned to her college to teach Access to HE Diploma students. Her passion for the field only grew, eventually leading her to run her own Access to HE provision and now write the first-ever handbook for Access to HE students. “If you cut me open, I’d bleed Access!” she joked.

The Access to HE Student Handbook is part journal, part textbook, offering comprehensive support to Access learners. It covers everything from assessment strategies and academic skills to preparing for university, with a focus on addressing the unique needs of adult learners—something Zoë felt was missing in other resources.

The idea for the book came from Zoë’s experience as a lecturer, often answering the same student questions—about distinctions, ungraded units, or how to structure academic work. She realised there was no single resource to guide students through the entire process, so she decided to write it herself. With support from Sage Publications and valuable input from multiple AVAs, including CAVA, the book took shape.

While the book isn’t an official QAA publication, Zoë received strong support from them. Rob Stroud from the QAA even wrote the foreword, and Zoë was thrilled to be granted permission to use the Access to HE logo on the cover, lending the book extra credibility.

Writing wasn’t without its challenges. Midway through the project, the grading system for Access to HE changed, requiring Zoë to rewrite large sections. Though it was a challenge, she found it rewarding as it deepened her understanding of the new standards.

The hardest part? “Just getting started!” she admits. With 80,000 words ahead of her, it felt like a mountain to climb. But once she found her rhythm, writing became a natural extension of her teaching. She also had to overcome some imposter syndrome about her more informal tone, but feedback from her publisher reassured her that her accessible style was exactly what the book needed.

What’s next for Zoë? She’ll continue to take on more Access-related consultancy in the future and she’s excited to see what opportunities come her way.

The Access to Higher Education Student Handbook is available for pre-order now on the Sage website. For those working in Access to HE, you can request a free inspection copy. Use code CHAPMAN30 for 30% off your order. The book will also be available through major retailers like Amazon and Waterstones, with a tentative release date of late October. Pre-orders are live, so be sure to check it out.

AI continues to develop at a rapid speed, presenting both exciting opportunities and unique challenges within education. As part of our commitment to staying at the forefront of these developments, we wanted to share how we’ve been integrating AI into our work, ensuring its safe and effective use to support our team and members.

Over the past year, we have continued to find ways to implement AI tools into our work, without removing the personal approach we pride ourselves on. Last year we shared guidance on generative AI, and believe this is still a relevant and useful document. We continue to review and update it where relevant to reflect on recent changes.

Integrating AI into our Workflow

As a team we have started to integrate AI into our workflows, particularly around event preparation. We use ChatGPT to support the creation of scripts based on our team’s notes and discussions and eventually transform these into visually engaging slides and social media posts with tools like Canva Magic. By automating some of the more routine tasks, we can focus more on content quality and delivery. 

While we continue to embrace AI, we are meticulous about safety. We never input personal information into AI tools, instead, a human staff member handles sensitive details manually, ensuring data is protected. Every AI-generated output continues to be reviewed by a team member to ensure it meets our values and standards. This ensures that AI supports, rather than replaces, the human touch in everything we produce.

CAVA’s 2024 annual conference

Looking ahead, we’re excited for AI to once again feature at CAVA’s annual conference. This year we are focusing on the future of teaching and assessment, with a clear understanding that AI will have an impact. We also have a specific workshop on using AI within education, where attendees will have the opportunity to explore AI and how they can use it.

If you’d like to attend the conference, please register here: https://forms.gle/UdJLbAxizjFCJ4we7 

At the end of each academic year, we survey our course leaders and external moderators to understand what we did well and what we could improve for the future. We received feedback from 33 course leaders and 45 external moderators on our performance in 2022-23. 

Feedback was positive overall, reflected in the following key statistics:

• Course leaders gave an average score of 5.7 out of 6 (maximum), in agreement with the statement “CAVA staff members are always helpful and supportive.”
• External moderators gave an average score of 5 out of 6 (maximum), in agreement with the statement “Moderators receive a planned programme of induction, training, including written guidance and support of CAVA staff which allows them to carry out their role effectively.”

CAVA provider sites

We requested feedback on the CAVA provider sites introduced and have reviewed the structure and information provided. 

The majority of respondents commented that they had used the provider site and most found it easy to navigate. Suggestions for improvement included: 

• a clear link to all CAVA paperwork templates
• examples of training materials and shared resources
• examples of successful combinations of courses
• accessible assignment briefs.

In response to requests for exemplar assignment briefs we have been pleased to release the assignment library and the teaching and learning resource library. Both of the libraries can be found on the Diploma sites.

The assignment library contains a collection of current, and relevant past, assignment briefs, all voluntarily shared by the CAVA community and compliant with the revised QAA Access to HE Diploma Specification and Grading Scheme. We encourage tutors to contribute to the library to support and enrich our collective assessment practices.

The teaching and learning resources library is a collaborative platform, designed to support the enhancement of Access to HE course delivery across all modes of delivery. Within this library, you’ll find a variety of resources—from lecture notes and case studies to interactive activities—shared by the CAVA community. We invite tutors to assess and adapt these resources to fit your curriculum. These resources can also be shared with us by emailing them to CAVA.

In response to our members feedback in 2023-24 we have:

• updated the internal moderation sampling form to allow the names of three students to be included on the form
• increased networking opportunities within our training sessions
• offered our briefing sessions on different days of the week including morning and afternoon sessions
• extended the range of information available on the Provider sites
• set up monthly drop in sessions with CAVA officers on the last Wednesday of each month
• ensured that our standardisation sessions were subject based
• updated the external moderator’s aide-mémoire to meet the requirements of the revised grading scheme
• used calendar invitations for participants to CAVA briefing sessions. 

Abdullah

At just 20 years old, Abdullah decided to return to education after not achieving as high grades in his A-levels as he had wished. He decided to take the Access to HE Diploma (Science) at Peterborough College, with determination to progress onto a top university.

Abdullah shared that his favourite parts of the experience were the friendships he formed, as well as the lessons which were carried out in supportive and enriching ways, strongly led by incredible tutors. He mentioned how different teachers had different styles of teaching, each helping him increase his knowledge.

The Access to HE Diploma equipped Abdullah with the skills needed for university life, with a variety of assignments, including presentations which significantly boosted his confidence.

He would highly recommend the course to anyone with ambitions for higher education, emphasising its intense but rewarding nature. He added, a testament to the course’s transformative impact on students striving for academic success.

Now accepted to King’s College to study Chemistry, Abdullah is looking forward to the exciting journey ahead. He’s most looking forward to the friendships he will make at university and the chance to continue achieving fantastic grades.

The entire CAVA team wishes Abdullah all the best for his future studies.

Recently, we detected a small cyber incident targeting our members area on the CAVA website. Our team responded immediately and has taken all necessary steps to secure our systems. As a precautionary measure, we have decided to close down the members area to reduce any further risk. All documentation within the members area has been moved to either your private college sites, the Diploma sites or elsewhere on the public-facing website.
While most documents were already available in multiple locations, you can now find everything you need using the detailed list below.

• The colour books: within the ‘CAVA Documentation’ tab on your private college site
• Promotional Resource Library (testimonies): within the ‘Publicity’ dropdown on each subject specific Diploma sites
• Access to the Diploma sites: Links to each Diploma site has been added within the ‘CAVA Documentation’ tab on your private college site
• Database user guide: within the ‘CAVA Documentation’ tab on your private college site
• CAVA key statistics: within each Diploma-specific promotional pack, which can be found on each Diploma site.
• Forms and templates: within the ‘CAVA Documentation’ tab on your private college site
• Validation forms: within the ‘CAVA Documentation’ tab on your private college site
• Publicity protocol: within the ‘CAVA Documentation’ tab on your private college site
• QAA guidance: within the ‘CAVA Documentation’ tab on your private college site
• ESFA guidance: within the ‘CAVA Documentation’ tab on your private college site
• Standardisation guidance: within the ‘CAVA Documentation’ tab on your private college site
• UCAS information: Certification page on the CAVA website
• Recordings of previous events: CAVA’s Youtube channel
• Exemplar science exams: within the Science Diploma site’s assignment library
• Newsletter registration: within the ‘CAVA Support’ tab on your private college site

Please let us know if you have any questions about these changes or need support in locating resources by emailing admin@cava.ac.uk.