CCCG’s Esports team won the regional championships in Valorant, taking them forward to defend their title at the national finals later this year.
On 20 March, The College of Haringey, Enfield and North East London (CONEL) Esports Team, The CONEL Cyphers, competed against other colleges in the regional championships for the British Esports Student Championships. They took home the regional title for Valorant, a tactical combat game, and will go on to defend their position as national Valorant champions at the finals due to take place in June.
The CONEL Cyphers is the name of the official Capital City College Group (CCCG) Esports team, part of the CCCG Esports Academy. They compete in a range of games such as Valorant, Rocket League and Apex Legends. The team includes over 40 students from across the college group.
The team that won the regional Valorant championship on 20 March consists of 5 players: Daniel Ra, Cyrus Sullivan, Ermir Frashn, Waeel Mansoor and Tony Bamvuama. Daniel Ra, Cyrus Sullivan, Ermir Frashn are all students on the Esports Level 3 Diploma, a course focussed on various facets of the esports industry. Waeel Mansoor is a Level 3 Engineering student and Tony Bamvuama is currently studying Games Animation and VFX Skills.
In preparation for the regional tournament, the students trained together and developed their skills and group synergy by playing against other teams. Prior to the regional championships, the team had been competing in weekly official matches for around six months and had lost only one game in that time. They are supervised and coached by CCCG’s Esports coach, Finlay Stewart and frequently train at the state-of-the-art Esports Facility located within CONEL’s Enfield Centre.
The regional finals were broadcast on the British Esports stream and watched by hundreds of interested spectators online. Finlay Stewart, Esports Coach and Lecturer in Computing at CONEL said: “We are extremely proud of our learners for making it back to the National Finals for the second year in a row! They are all very talented players – their hard work and commitment through the year really paid off.”
Congratulations to the CONEL Cyphers on securing your place in the national finals!
If the exciting world of computer games appeals to you, explore our range of Esports courses or join the CCCG Esports Academy alongside your studies.
Around 100 City and Islington College (CANDI) students took part in Middlesex University’s STEM Festival, which took place on 13 March as part of British Science Week. During the event, students had the opportunity to participate in various interactive and immersive experiences where they learnt about everything from robotics to virtual reality.
Students were invited to:
Test their physical limits using state-of-the-art sports equipment
Take part in a Motion Drive eXperience using an Oculus Rift headset to embark on a rollercoaster ride through the virtual world
Command a crew of student-designed robots
Test their ability to control their thoughts in a “Mind over Matter” challenge
Explore how molecular biology and biochemistry support the understanding of disease, diagnosis and treatment
Journey through the Media Village and immerse themselves in the dynamic world of film and animation production
The visit, organised by CANDI’s STEM team, was aimed at broadening students’ knowledge of the various fields within STEM. The activities at the STEM Festival were designed to support and inspire students in their next steps while also giving them the chance to visit a university campus.
The programme also included a range of informative and interactive STEM activities including a presentation from award-winning British inventor Ruth Amos, an interactive robotics workshop, a Science Expo showcasing student projects, live science demonstrations, careers insights from STEM professionals and a whole host of games, challenges and quizzes to reinforce STEM concepts.
The CANDI students who attended drew many benefits from the event. One of the Level 3 Applied Science students said: “On one of the stalls I got taught how dirty my hands were by swabbing my germs on a plate, this was interesting and supported me with my microbiology coursework.”
Another Level 3 Applied Science student said: “It was a really nice event to explore all my next steps within STEM. The campus was incredible, it is exciting to see a university and how many facilities this [one] has.”
We offer a wide range of courses across the STEM fields of Science, Technology, Engineering and Mathematics. Apply now and take the next step towards an exciting learning pathway or career in STEM!
Discover how to become a teacher, find out what it takes to shape young minds and unlock your potential with a career in teaching.
We always remember our teachers – the good, the bad and the downright terrifying! It’s undeniable that teachers have a lasting impact on young people. Teaching is a challenging and rewarding profession that requires you to ignite curiosity and foster a love of learning in the next generation.
If you’re excited by the idea of making a real difference in the lives of young people, then why not consider becoming a teacher? We’ve put together a guide to the essential steps, qualifications, and training options to help you land your first teaching role. What’s more, Capital City College Group (CCCG) offer a range of teaching courses to help you on your way.
Teaching at a glance
The UK education system offers a range of teaching opportunities across various sectors:
State-funded Schools: Government-funded schools for ages 4-18 (some schools also have nurseries attached to them for younger children.
Further Education Colleges: these are state-funded and teach students from the age of 16 onwards. Many colleges have courses for 16-18-year-olds and for adults, and some colleges also have Sixth Forms.
Independent Schools: Privately funded schools which are often selective
Special Educational Needs (SEN) schools: Specialist schools catering to students with specific learning needs, requiring teachers with specialised training, skills and qualifications
Teaching small children is a world away from working with young people, so you should also consider which age group you’re interested in teaching. The best way to do this is by gaining experience working with young people of all ages:
Early Years (EYFS): Covers ages 0-5 in nurseries, preschools, and reception classes, with a focus on facilitating holistic development through play and exploration
Primary: Teaching Key Stages 1 and 2 covering various subjects in a classroom setting
Key Stage 1: Children aged 5-7 years (School years 1 and 2)
Key Stage 2: Children aged 7-11 years (School years 3, 4, 5 and 6)
Secondary: Teaching specific subjects in-depth for students aged 11-16 (or 18 if the school includes a sixth form) and preparing young people for further education or the workforce
Key Stage 3: Students aged 11-14 years (School years 7, 8 and 9)
Key Stage 4: Students aged 14-16 years (School years 10 and 11)
When you receive your Qualified Teacher Status (QTS), you’re technically qualified to teach any age group within a maintained school in England and Wales. That said, if you wish to change from one age group to another, you’ll have to provide evidence to show that you have the skills and experience to make the switch.
Teaching roles and responsibilities
Teachers are instrumental in engaging and supporting students. They have to juggle a wide range of responsibilities to fulfil the needs of their role.
Planning engaging lessons – including researching, developing and implementing a variety of teaching approaches to meet student needs
Encouraging students to participate
Marking student’s work
Creating relevant tests and supporting students as they work towards exams
Understanding the requirements of specific exams
Providing support for students with both academic and personal matters
Managing student behaviour
Following safeguarding policies and reporting any concerns
Completing administrative tasks such as maintaining accurate records and writing reports
Participating in extracurricular activities and external trips/visits
Communicating effectively with colleagues and managers and attending staff meetings
Conducting regular parent-teacher meetings
Completing mandatory training as well as continuing professional development
There’s far more to teaching than planning lessons and marking, making it a career that can stretch your capacity for multitasking and provide you with a unique skill set.
What skills do Teachers need?
While qualifications are crucial, teachers also need an important combination of skills and personal qualities.
Subject Knowledge: You’ll need a strong foundation in the subject you wish to teach and a desire to keep learning. This will help you to effectively explain complex concepts and spark curiosity in students
Passion and Enthusiasm: It’s important that you have a genuine passion for the subject matter and a love for learning. Your enthusiasm is key to motivating students to engage and excel
Communication Skills: It’s vital to have clear, concise, and engaging communication skills to connect with students, parents and colleagues
Classroom Management: To maintain a positive and productive classroom environment, you’ll require exceptional management skills. You’ll also need to be able to deal with conflict and remain calm in difficult situations
Organisation: While managing a full timetable and dealing with multiple students, you’ll need to be an effective planner and have excellent record-keeping skills
Empathy and Patience: To foster a safe and supportive learning environment, you’ll need the patience to guide students through challenges and empathy towards individual needs
What qualifications do you need to become a Teacher?
The first step to becoming a teacher in the UK involves meeting specific academic and training requirements. These vary slightly depending on where in the UK you are.
UK Countries
Degree
GCSE/SCQF
Additional Requirements
England
To be accepted onto a BEd course, you’ll need two passes at GCSE Advanced level, with a grade C or above in three other subjects at GCSE level.
Minimum GCSE grade C/4 in English and Maths.
To teach primary or EYFS, you’ll also need a GCSE grade C/4 or equivalent in a science subject.
Some training providers accept equivalency tests.
You must declare any previous convictions and complete a criminal record check through the Disclosure and Barring Service (DBS).
Wales
An undergraduate degree from a higher education institution or within the UK (or equivalent).
To teach at secondary level, you’ll need a degree with at least 50% relevance to your chosen subject.
Minimum GCSE grade B/5 (or equivalent) in English and maths.
To teach primary or EYFS, you’ll also need a GCSE grade C/4 or equivalent in a science subject.
Welsh teachers don’t have to pass professional skills tests – but some training providers ask you to complete numeracy and literacy tests.
You must declare any previous convictions and complete a criminal record check through the Disclosure and Barring Service (DBS).
Scotland
For PGDE programmes, you’ll need an undergraduate degree awarded by a UK higher education provider.
To be accepted onto a BEd course, you’ll need two passes at GCSE Advanced level, with a grade C or above in three other subjects at GCSE level.
You should be a member of the Protecting Vulnerable Groups scheme.
You’ll also need classroom experience.
Northern Ireland
For PGCE courses, you’ll need an approved undergraduate degree.
To be accepted onto a BEd course, you’ll need two passes at GCSE Advanced level, with a grade C or above in three other subjects at GCSE level.
English at SCQF Level 6 and Maths Level 5.
Two other National Qualifications at SCQF Level 6 and one other subject at SCQF Level 5 for an undergraduate degree.
The different routes into teaching
To teach in England and Wales, you’ll need to achieve QTS through an ITT (initial teacher training) programme. This one-year course can be based in a school or at a university. On completion, if you meet the required standards, you’ll be awarded QTS.
In Scotland, you’ll need a degree followed by an Initial Teacher Education (ITE) qualification. After your ITE you’ll have a probationary teaching year.
In Northern Ireland, you’ll complete an undergraduate Bachelor of Education (BEd) or a one-year Postgraduate Certificate in Education (PGCE). If you trained outside Northern Ireland, the General Teaching Council for Northern Ireland (GTCNI) will need to approve your qualifications.
Most prospective teachers apply for teacher training through the Department for Education (DfE). In Scotland and Wales, applications for teacher training go through UCAS. In Northern Ireland, you apply directly to specific institutions.
PGCE
The most popular way to become a teacher is to complete a PGCE. You can choose to focus on either primary, secondary or further education PGCE. It usually takes one year full-time or two years if studied part-time. You can study at a university or through a school-based training programme.
Most PGCEs begin with an academic focus on teaching, learning theory and managing classroom behaviour. Once you’ve covered these essentials, you’ll spend a large proportion of your time in schools, working with two different key stages.
Not all PGCE courses lead to QTS, so check with your course provider before you start.
In Scotland you can complete a PGDE and in Wales, you can complete a salaried PGCE.
Postgraduate Teaching Apprenticeship
Another option for those who don’t want to return to university is a postgraduate teaching apprenticeship. This involves spending around 80% of your time getting practical classroom experience via observations and teaching across two key stages. You’ll spend the rest of your time studying the theoretical side of things in training sessions and conferences.
During the apprenticeship, you’ll build a portfolio to show your progress and experience while also undergoing regular observations. The course culminates in an End-Point Assessment (EPA), an external assessment comprising an interview and a lesson observation.
School Direct
School Direct is a salaried route for graduates with a minimum of three years of relevant work experience. You won’t pay tuition fees and can work towards becoming a primary or secondary teacher. Training can be completed at a school (or sometimes across two schools), or you can divide your time between university and school.
There’s also an unsalaried route where you’re based within a school, and receive training through a university, college, or school-centred initial teacher training (SCITT).
You’ll have a mentor to support you and assessment comes in the form of lesson observations and providing evidence of your skills. Not all Schools Direct courses include a PGCE/PGDE element so it’s worth checking which qualifications you’ll receive.
Teach First
If you study with Teach First, you’ll work within schools in low-income communities and complete a two-year programme which will lead to a fully-funded Postgraduate Diploma in Education and Leadership.
This route starts with an intensive full-time five-week summer course or a nine-week part-time course to get your classroom ready. Following this, your mentor will oversee your progress. In your first year, you’ll teach 80% of a full timetable and in your second year, you’ll be an NQT (newly qualified teacher) with a full timetable.
All trainees (primary and secondary) get a fully funded Postgraduate Diploma in Education and Leadership (PGDE). You’ll also achieve QTS over the two years, all while working and bringing home a salary.
Can I become a Teacher without a degree?
If you don’t have a degree, you can complete an undergraduate teaching degree or a teacher degree apprenticeship.
Undergraduate Teaching Degree
You could study for a Bachelor of Education (BEd), Bachelor of Arts (BA) or Bachelor of Science (BSc) with QTS over three years full-time (four years part-time). Courses generally cover the following: how to become an effective teacher, inclusive practices, marking, assessments, learning theories, projects, and school placements.
During the first year, there are teaching duties within small groups. In the second and third years, trainee teachers have more involvement in planning, teaching, and assessment.
Teacher Degree Apprenticeship
From autumn 2024, there is the option to do a Teacher Degree Apprenticeship. If you choose this route, you won’t need to pay any tuition fees and you’ll work in a school while taking home a salary. During your degree apprenticeship, you’ll receive a degree and QTS.
Professional development and continuous learning
In England and Wales, once you receive QTS you must complete a two-year induction period before you become a fully qualified teacher. During the two years, you’ll receive support from a mentor or tutor as you follow a tailored induction programme and demonstrate that you meet certain standards.
Once you’re a fully qualified teacher, there are many options and pathways for career progression. Schools often offer continuous professional development (CPD) to help you stay at the forefront of educational practice where you can attend workshops on new teaching strategies or collaborate with colleagues on curriculum development.
National Professional Qualifications (NPQs) are funded courses that offer a structured pathway for career progression, offering teachers the opportunity to move into leadership and enhance their management skills.
Conclusion
Teaching offers one of the most rewarding careers out there. It will plunge you into a challenging and dynamic world, where no two days are the same. You’ll get to watch young people stretch themselves and grow and be a catalyst for learning, engagement, and development.
We offer a range of Teaching and Teacher Education courses for prospective teachers of all levels and backgrounds. The world needs more great teachers, so why not look and see if there’s an area of education that appeals to you?
Professional Chef students take part in Guardians of Grub Food Waste Action Week event and serve up waste-free dishes using new techniques and knowledge.
The Guardians of Grub Food Waste Ambassadors Round-table event began with an informative session where guests shared best practices and ideas to reduce food waste within the hospitality industry. Attendees included a range of industry representatives including professionals from OXO Tower Restaurant, Fullers, London Olympia and catering companies.
As part of their course, the Professional Chef Level 1 Diploma students have been studying food sustainability and learning about the environmental impact of food waste. They have also completed the Guardians of Grub Cost Savings Skills course to support them as they learn more about the hospitality industry.
Following the round-table session, guests were taken on a tour of the kitchens at WestKing’s Victoria Centre, home to the UK’s leading school of Hospitality and Culinary arts. During the tour of the centre’s industry-standard facilities, they were able to see the students in action as they prepared for a unique culinary challenge.
As part of the event, Chef Vince Kelly hosted a special competition alongside climate action NGO WRAP challenging student chefs to create a waste-free main course. Chef Vince Kelly is the Manager of Capital City College Group’s (CCCG) Hospitality Hub, one of the college group’s Mayor of London’s Skills Academies and an Ambassador of Guardians of Grub, a campaign supporting Hospitality and Food Service businesses to reduce their food waste.
Twenty students entered the competition, with three progressing to the final round – Joe Margaritas, Oscar SnippIshaan and Atul Kotecha. Their dishes included an array of delicious creations such as beetroot wellington and roasted cauliflower steaks, with innovative zero-waste accompaniments including vegetable peel stuffing, vegetable waste gravy, spiced potato skins and cauliflower crisps.
During the final round of judging, each student chef introduced their dish and explained their waste reduction processes. A panel of Guardians of Grub members, ambassadors and partners from WRAP chose the winner, taking into consideration the taste, waste elimination and sustainability of each dish.
The judges agreed that the students had excelled in their efforts, producing outstanding results that were both innovative and delicious. The winning chef was Oscar Snipp with his dish of roasted cauliflower, Romesco sauce with charred chillies and toasted almond, olive oil potato mash spiced potato skins and cauliflower leaf with roasted garlic butter. Oscar received a set of Flint and Flame knives and the opportunity to spend that day at Apricity, Chantelle Nicholson’s Green Michelin-starred restaurant. The three finalists will become the very first student ambassadors for Guardians of Grub.
Chef Vince Kelly was delighted with how the three finalists engaged with the brief and supported each other during the competition, often working together to ensure their dishes were ready to serve on time. He said: “I am excited to see our food waste and sustainability module become part of our first-year curriculum and look forward to progressing plans next academic year which will include these three students as food waste ambassadors.”
Our School of Hospitality and Culinary Arts has a long-standing reputation for excellence within the industry, providing excellent training and learning opportunities for students of all levels. Take a look at our fascinating range of courses and apply today!
Jenny Holloway, founder of Fashion Enter is awarded Sustainable Fashion Champion at the Drapers Sustainable Fashion Awards.
Jenny Holloway, founder of Fashion Enter, was celebrated for her remarkable efforts as she received the Sustainable Fashion Champion award at Drapers Sustainable Fashion Awards. This year’s event took place on 13 March at the Hilton London Bankside following the Drapers Sustainable Fashion Conference.
Now in its fourth year, Drapers Sustainable Fashion Awards recognise the hard work of those aiming to reduce the environmental impact of the fashion industry and create fairer working conditions across the supply chain. The awards highlight those committed to best practices within the industry and are judged by an independent panel of experts and underpinned by the United Nations-backed Sustainable Development Goals.
Jenny Holloway said: “To be recognised by the industry at the Drapers Award event on Wednesday 13th March was fantastic – to be nominated as the Sustainability Champion made me realise how long our journey has been over the last 18 years and what a team we have. Most of our Directors have been with FEL [Fashion Enter Limited] for over ten years and they are positively awesome! In any business, you have ups and downs but this senior team is special and they keep me going. We all have the same ethos – we can and will do better and be an outstanding company that changes the way fashion operates.”
Capital City College Group’s (CCCG) Fashion Skills Academy works closely with Fashion Enter to deliver exceptional training for students working towards careers in the fashion industry. Fashion Enter is a unique social enterprise, providing a centre of excellence for sampling, grading, production and for learning and development of skills within the fashion and textiles industry. CCCG works in partnership with Fashion Enter’s Fashion Technology Academy (FTA), which provides qualifications and apprenticeships for learners across a range of levels. Using the facilities and equipment available at Fashion Enter, students have the opportunity to design, manufacture and distribute garments – all with sustainability in mind.
Jenny said: “Everyone knows now that Fashion is the world’s second dirtiest polluter. The old ways of selling cheap and packing the shelves and internet high is long over. People are more discerning than ever before and are proud to upcycle, recycle and repair and that’s why we have achieved so well with the Level 1 and 2 Stitching and Pattern Courses with CCCG. Today we are more focused on the consumer than the retailer and etailers – we want to forge a way ahead that now combines education with our manufacturing expertise. This means centering on one-piece flow, and micro-factories and using our amazing suite of Style3D for AI in fashion! We are looking forward to a brighter future for an ethical and sustainable way forward in fashion today with our partners CCCG.”
Congratulations to Jenny Holloway and the Fashion Enter team on winning the Drapers Sustainable Fashion Champion Award!
Each year, UK households throw away 4.7 million tonnes of edible food. A quarter of this is down to people cooking, preparing or serving up too much food. This inefficiency is not only costly to the planet, but it also costs UK households £4.9 billion each year.
With 60% of food waste coming from UK homes, it’s more important than ever to try to minimise what gets thrown away and improve on our ability to save edible food! There are a range of approaches you can take – here are our top 10 ideas!
1. Make a list and plan ahead
Planning your meals ahead can help you budget and make sure you’re only buying what you need. Before shopping, check your fridge, freezer and cupboards so you don’t end up buying duplicates, then make your list. Writing a list helps you stick to the things you need and reduces the temptation to impulse-buy as you go round the supermarket.
2. Check your fridge
Your fridge should be set to between 0-5C – any warmer than this and some perishable items, such as milk, can spoil more quickly than they should. It’s also good to remember that some items are better stored outside the fridge. Bread keeps better in a bread bin or cupboard, and bananas, pineapples, onions and potatoes don’t need to be refrigerated.
3. Store things sensibly
Following on from our last tip, did you know that potatoes and onions shouldn’t be stored together? They both need to be stored somewhere cool and dark and so they often end up on the same shelf, when in fact they should be stored separately as they cause each other to sprout faster.
Also, you can keep vegetables such as broccoli, celery and asparagus as well as herbs fresher for longer by storing them with their stems in water. Leftover herbs can be chopped and stored in an ice cube tray, ready for when you need them!
4. Stop peeling (or at least save them)
It’s not necessary to peel most fruits and vegetables, and by peeling them you’ll miss out on fibre and nutrients. Save time and energy by simply washing them well before cooking or eating. If you do opt to peel veggies, there are still lots of waste-reducing options – you can use peelings to make a range of recipes or as the basis for a tasty stock.
5. Revamp your leftovers
Some leftovers can fill you with joy while others may leave you reaching for the take-away menu.
There are lots of simple solutions and ideas for using up leftover food, from lunchbox creations to baked goods. Reshaping a previous meal can make it more appealing, whether it’s by reinvigorating yesterday’s chilli in a burrito or sprinkling leftover chopped veg or meat onto a pizza.
It’s not just meals that have leftover appeal. Cooked pasta sauces can be transformed into dips, soup or casseroles, and leftover dips like tzatziki or houmous work well as salad dressings.
However, if you don’t have the mental or physical energy to revamp your leftovers right away, simply pop them in the freezer until a later date.
Use-by dates relate to food safety and you’ll usually see them on the packaging of meat, fish and ready-to-eat salads. Eating food after midnight on this date has the potential to make you ill. However, some foods can be cooked, cooled and refrigerated on the use-by-date, giving you a little more time to use it up. Once cooked, you should eat the food within 48 hours or freeze it.
Best before dates, also known as BBE (best before end) dates, relate to the quality of the food rather than safety. You’ll often see best before dates on frozen food, tinned goods, dried food and cheese. After this date, food is still safe to eat if it’s been stored correctly, but it might not be of the same quality.
7. Make friends with your freezer
You might be surprised by the things you can freeze! You can freeze dairy products like milk, hard cheeses (be sure to cube or grate if first) and eggs (separated). Bread is one of the most wasted foods in the UK, but it can easily be frozen as it is, cubed for crunchy croutons or blitzed into breadcrumbs.
If you’ve got an excess of fresh fruit and vegetables, then why not pop them in the freezer too? Some fruit and veg such as apples, strawberries and tomatoes will lose texture once frozen, but if you stew or puree them first they can easily be used for sauces, pies, or smoothies.
Batch cooking and storing food in your freezer is a great way to reduce food waste. Leftovers make a great ready-meal for a busy day, and you can freeze cooked pasta or rice, just store them separately from any sauces.
8. Portion with pride
While it’s sometimes fun to guess quantities, it can lead to an excess of cooked food. Take the guesswork out of cooking by calculating and measuring portions, especially when cooking things like rice or pasta.
9. Buy wonky fruit and veg
Funny-shaped apples or wonky cucumbers have just as much goodness as their symmetrical counterparts. Look for ‘wonky’ fruit and vegetables in your local supermarket and embrace their individuality while helping reduce food waste.
10. Pass it on
This one’s simple. If you’ve got too much of something, share it with a friend, neighbour or your colleagues. If you still have too much on your plate, apps like Olio give you the opportunity to help reduce waste while providing other people with something they may want or need.
As we celebrate Food Waste Action Week, we hope you’ll embrace these ideas and help turn food waste into food wins!
Despite an early start at 8am, both students arrived for their shifts punctually each day, dressed smartly in their uniforms and ready to work. During the placement, Tayah and Callum had the opportunity to learn about the roles and responsibilities in different areas of the hotel, starting with breakfast service and later transitioning to reception duties. As part of their breakfast duties, they assisted with setup, maintained a clean and organised work environment, ensured food availability, managed guest seating and replenished items as needed. While working on reception, they helped guests with check-in and check-out, communicated with housekeeping and addressed guest queries.
The partnership between Maldron Hotel and CANDI provides students with unique learning opportunities. Maldron Hotel’s work experience placement programme offers students the chance to learn more about the inner-workings of a four-star hotel. Guided by Juanita Bailey, the Human Resources Manager, and Carlean Sam-Orhin, a HR Graduate working at the hotel, the students were able to gain practical skills such as communication, collaboration and customer service while also growing in confidence.
The students themselves were very positive about their work experience placement. Tayah was excited to expand her skills and add her experience at Maldron Hotel to her CV. She said: “Working at Maldron Hotel was a fantastic experience. I gained confidence and valuable skills for my future. I learned a lot about helping customers and teamwork, I got loads of support from the staff […] Now, I feel more confident than ever.”
Callum gained valuable insight into the hotel’s operations and experienced first-hand the sense of collaboration that keeps things moving during busy periods like match days. He would now like to pursue a career in catering and said: “It was great! I really enjoyed my time there. It showed me that I could see myself working as a waiter when I grow up.”
Both Carlean and Juanita commended Tayah and Callum for their outstanding performance. They said: “Their eagerness to learn and contribute speaks volumes about their work ethic and determination. We are thrilled to see them develop and grow during their time here.”
Congratulations Tayah and Callum on completing such a successful work experience placement!
We are committed to supporting our SEND students. Our wide range of Hospitality and Culinary Arts courses provides opportunities for learners at all levels.
Students from across CCCG’s colleges embraced the opportunity to come together and take part in a range of sports including football, basketball and netball. The highlight of the day was the staff versus student netball game, where female staff members from various departments across the college group teamed up to share their love of netball. The college netball squad showcased their well-tuned skills and were victorious, beating the staff 40-10.
Yamini Bist, Head Netball Coach, said “As women come together on International Women’s Day, the court becomes a stage where strength, resilience, and camaraderie intertwine, as they play netball with passion and purpose, celebrating their achievement and empowering each other to reach new heights.”
Some highlights from our all-girls sports day last Friday! 🙌 This sports day was organised and participated by our Team CCCG sports academies. ⚽️ 🏀 🏐 Anybody aged 16-19 and enrolled on one of our courses can join one of our sports academies, which are partnered with local professional organisations to give you the best training, advice, and opportunities and allow you to combine your academic course with the sports training of your choice. 🎉 Click the link in our bio to learn more. #sports#football#netball#basketball#college#sportsday#college#london#enfield#tottenham#conel#lifeatcccg
Robert Murphy, Sports Development Manager at CONEL, said: “It’s truly inspiring to see our female students from across Capital City College Group sites come together to celebrate sports on International Women’s Day. It was a fantastic day enjoyed by all of our female students and staff members.”
Anybody aged 16-19 and enrolled on one of our courses can join the Team CCCG Sports Academies which are partnered with local professional organisations to give you the best training, advice, and opportunities. Joining one of Team CCCG’s Sports Academies allows students to combine their academic courses with excellent sports training.
Capital City College Training apprentices were recognised for their hard work and dedication at the London North West University Healthcare NHS Trust Apprentice Awards.
On 2 February, apprentices from Capital City College Training (CCCT) joined fellow apprentices employed by the London North West University Healthcare Trust to celebrate the completion of their courses.
In addition to graduating from their courses, two apprentices from CCCT received further accolades. Following nominations from Kealey Schuler, the Pharmacy Vocational Coach at CCCT, Rajanikant Bhanderi and Nabila Istane won Outstanding Apprentice Awards. Rajanikant, who completed the Pharmacy Services Level 2 Intermediate Apprenticeship, attended the event in person to collect his award which recognised his consistent hard work and dedication to his studies.
Kealey Schuler said: “Raj was always a pleasure to work with, bright, friendly and happy to meet with me. His work was to a high standard, visually engaging and demonstrating complete understanding. He was receptive to feedback and from the reflections he wrote about, is a competent and supportive member of staff.”
Nabila Istane, who completed the Pharmacy Services Level 2 Intermediate Apprenticeship and the Health Pharmacy Services Level 3 Advanced Apprenticeship, was nominated for her commitment to her work and excellent communication skills. Keeley Schuler said: “The feedback from her managers and colleagues was positive and she was and continues to be a valued member of staff, one that can be relied upon to support the team along with developing her own practice. We have seen her grow in confidence during college lessons and her contributions during class are always well thought out and positive. She excels in all subjects and continues to produce gold standard work, showing great aptitude for pharmacy and will be an asset to the profession once qualified.”
The Apprenticeship Graduation Awards began with a welcome from Goretti Dowdican-McAndrew, Head of Multi-Professional Clinical Education Development, and opening remarks from Simon Crawford, the Deputy Chief Executive. Attendees then heard more about the journey of an apprentice from Priya Kumar (Consultant Paediatrics) and Asta Brieteryte (PMO Analyst). This was followed by presentations to the Apprenticeship Graduates and the announcement of the Outstanding Apprentice Awards. After closing remarks from Tracey Connage, Chief People Officer, the Apprentice Graduates and guests enjoyed refreshments and the opportunity to network with other attendees.
Congratulations to Rajanikant Bhanderi and Nabila Istane on completing your apprenticeships and winning the Outstanding Apprentice Awards!
Baroness Morgan of Cotes, former Secretary of State for Education (2014-2016) and Chair of The Careers and Enterprise Company (CEC), has praised Capital City College Group (CCCG) for their exceptional efforts in providing high-quality career guidance to help young people find the perfect career for them.
During a visit to the King’s Cross centre of Westminster Kingsway College, part of Capital City College Group, Baroness Morgan and the CEC Board heard from students who shared their experiences of how college staff facilitate opportunities in work experience and mentorship, guiding them to explore diverse careers and leading many to contemplate professions and pathways they hadn’t considered before.
Baroness Morgan and the CEC Board also listened to staff members responsible for arranging work placements for students, liaising with employers and working with schools about the challenges and opportunities of collaboration.
According to data from CEC*, careers education empowers students for future success, and students who receive high-quality careers provision typically have a career readiness score 3.5%pts higher than those with poorer provision. Additionally, 91% of the most engaged employers say it is helping them develop new talent pipelines and is supporting young people to take up careers in their industry.
Baroness Morgan said: “We very much enjoyed our visit to Capital City College Group today and hearing about the Group’s strength of commitment to career advice for young people in London. It is fantastic to see a college so committed to the work of the CEC and to the understanding that excellent career advice can make such a difference to young people – developing skills, opening doors to opportunity and supporting them to take their best next step so they can make the most of their talents.”
Angela Joyce, CEO of CCCG, commented: “We were delighted to welcome the CEC Board to our King’s Cross centre and we valued the opportunity for an open dialogue about the importance of high-quality career advice for young people. We are proud of our commitment to supporting our students and that 97% progress to employment or further study when they leave us.”
CCCG is committed to fostering talent, driving innovation, and empowering individuals to succeed in today’s competitive landscape. The visit from Baroness Morgan and CEC confirms CCCG’s dedication to excellence in education and career development.
