Creative Media Level 3 Diploma students at the College of Haringey, Enfield and North East London (CONEL) were encouraged to enter during a visit to global advertising agency M&C Saatchi Group.
They were invited to the company’s UK head office in Westminster as part of the IPA’s Advertising Unlocked programme, which sees UK agencies join forces for a nationwide careers open day.
Angela’s entry included background research on littering and solutions to the problem before going on to explain how her Snapchat campaign would encourage people to take action.
She said: “The idea for the campaign came from the research I did about this important topic and the Snapchat app. Firstly, I wanted to acknowledge the problem and what we can do to solve it., and then I looked at who the target audience was and what content would engage with them.
“I came up with an idea to create short, visual and dynamic information in a format the audience was familiar with to form an active community on Snapchat. I wanted to motivate them in a personal way by making them remember each one of us can do something small to make a big difference.”
Advertising Unlocked introduces students to career options in the industry with agencies running practical activities from workshops and interactive discussions to tours and creative challenges.
Bethan Neil, Senior Marketing Executive, Diversity and Effectiveness, at IPA, said the competition judges were “thoroughly impressed” by Angela’s campaign idea.
Referring to the judges’ comments, she added: “Your research is interesting, concise and clearly fed into your idea. You’ve constructed a clear narrative laying out the problem, the solution and how creatively you could help deliver that solution.
“You’ve answered the brief well, helping to genuinely change behaviour. Some of your ideas are more tactical which is great to see, highlighting the problems, but some of them are more creative and are a proper innovative use of Snapchat features, which is exactly what we wanted to see.”
M&C Saatchi Group was founded in 1995 and has operations spanning 23 countries including major hubs in the UK, Europe, Middle East, Africa, Asia and Australia.
During the visit, students heard about the industry from Chief Creative Officer Ben Golik before taking part in a two-hour workshop where they worked on a real creative brief.
They were also given a tour of the building before meeting representatives from across the sector at a speed networking event including those working in strategy and production.
Natasha Amegbe, Lecturer in Creative Media and Computing, said: “The students were thrilled to have the chance to visit a globally renowned creative agency and network with people already working in the advertising sector.
“This was also a fantastic opportunity for our students to link what they have learnt in the classroom to actual careers by working on an actual brief. They received excellent feedback from staff at the agency who were very impressed with their ideas, and all left feeling very inspired.”
CONEL is continuing to work with M&C Saatchi as part of the Advertising Unlocked programme with the agency providing students with live briefs and giving feedback on their work.
Find out more and apply here for Digital Media and Creative Computing courses here.
Looking to gain work experience in the legal profession? Check out these top tips for success.
Law work experience is an essential part of the journey to becoming a qualified lawyer in the UK.
Whether you are a law student or a recent graduate, gaining relevant experience can significantly enhance your legal knowledge and skills, boost your employability and provide valuable insights into the legal profession.
If you are considering a career in law or looking to gain relevant legal work experience, here are some tips to help you find placements and make the most out of these opportunities.
Identify your interests
The legal profession is vast and diverse, and there are various practice areas you can explore. Before embarking on your search for legal work experience, consider your interests and the areas of law that appeal to you the most. Are you interested in corporate law, commercial law, criminal law, family law, or human rights law? Understanding your interests and career aspirations will help you narrow down your search and focus on gaining relevant experience.
Research law firms and chambers
Once you have identified your interests, start researching law firms and chambers that specialise in the areas of law you are interested in. Look at their websites, read about their cases and clients and find out about their recruitment policies and application deadlines. Attend law fairs and career events to learn more about law firms and chambers and meet lawyers and recruiters.
Types of legal work experience
The most common types of legal work experience in the UK are vacation schemes, mini-pupillages and paralegal or legal assistant roles. Vacation schemes are structured programmes that usually take place in the summer and provide insight into law firms. Mini-pupillages are placements for aspiring barristers that involve shadowing a barrister. Paralegal or legal assistant roles are also a valuable way to gain practical legal experience.
Applying for law work experience
When applying for legal work experience, make sure to tailor your application to the specific firm or chambers and highlight your relevant skills and experience. You should also demonstrate your enthusiasm for the law and your commitment to developing your legal career.
Network and build relationships
Networking is a crucial aspect of building a successful legal career, and work experience provides an excellent opportunity to meet lawyers and legal professionals. Network with lawyers and ask questions about their work, career paths and experiences. Building relationships with lawyers can also help you secure future work opportunities, a training contract or pupillage.
Reflect and learn from your experiences
It is essential to reflect on your work placement and learn from your experiences. Ask for feedback from your supervisors and colleagues. Take note of what you have learnt and how you can improve. Reflecting on your work experience can help you identify your strengths and weaknesses and develop your legal skills and knowledge.
Capital City College Group (CCCG) offers various qualifications in subjects related to the legal profession including Law, Criminology, Forensic Science and Public Services. Find out more and apply here.
Take these simple steps to help you achieve the best possible grades this summer
Exam revision is an essential part of school and college life. It helps us consolidate our learning, retain important information, and prepare ourselves for exams. However, revision can be a daunting task, and it can be difficult to know where to start.
Here’s our top 10 revision tips to help you make the most out of your study time.
Start early: Don’t wait until the last minute to start your revision. Start as early as possible, so you have enough time to cover all the material and go over the difficult concepts multiple times.
Break it down: Break down your revision into smaller chunks, so it becomes more manageable. This approach can help you avoid feeling overwhelmed and make the revision process less intimidating.
Create a study plan: Create a study plan that outlines what you need to cover, when you will cover it, and how long you will spend on each topic. This can help you stay organised and focused.
Practise active recall: Instead of passively reading your notes or textbook, practise active recall. This means testing yourself on what you’ve learned and recalling it from memory. This approach has been shown to be more effective than simply reading or highlighting.
Use memory aids: Use memory aids such as flashcards, mnemonics and acronyms to help you remember important information. These tools can be particularly helpful for memorising lists, formulas and other details.
Study in short bursts: Studies have shown that studying in short bursts of 20-30 minutes, followed by a short break, can be more effective than studying for long periods. This approach can help you stay focused and retain more information.
Mix it up: Instead of studying one subject for an extended period, mix up your revision by switching between different subjects. This approach can help you avoid boredom and keep your mind engaged.
Use past papers: Practising past papers can help you get familiar with the types of questions that may appear on exams and help you identify areas where you need to focus your revision.
Take breaks: Taking regular breaks during your revision can help you recharge your brain and improve your concentration. Take a short walk, do some stretching exercises or simply take some deep breaths.
Stay positive: Finally, stay positive and believe in yourself. Revision can be challenging, but with the right mindset, approach and support, you can achieve your academic goals.
In conclusion, revision is an essential part of the academic process, and it is crucial to approach it in a structured, organised, and effective way. By following these 10 revision tips, you can make the most out of your study time and achieve academic success.
For Online Learning Resources to support your studies click here.
Engineering students have a new robotic classmate thanks to a £5,000 donation to City and Islington College (CANDI).
The NAO humanoid robot at the college’s Centre for Applied Science was purchased with funding from the Pat Allsop Charitable Trust, a charity set up by property firm Allsop.
The robot has full body motion and the walking speed of a two-year-old child. It has cameras fitted with facial and object recognition along with speech recognition and sound localisation.
Standing just under 2ft high, it can be programmed to move and talk and will be used by Engineering Level 3 Diploma students to complete an Autonomous Mobile Robotics unit.
Engineering student Theron White, 18, said: “Having the robot in class is really exciting. We’ve had a demonstration on how it moves and interacts with other people and checks its surroundings. It’s amazing what it can do and I’m looking forward to using it in lessons. I’m really into robotics and programming, so this is right up my street.
“The course has been really good and I’ve loved the different units we’ve been studying. the robot is going to broaden our horizons and help us learn more about AI and other aspects of engineering. The teachers are very hands on. They have an easy way of explaining things and been very supportive.”
NAO robots were originally developed by Aldebaran Robotics, which was acquired by SoftBank Group in 2015 and rebranded as Softbank Robotics. The robots have been used in research, education and healthcare worldwide.
Catherine Quinn, Head of School for Science, Technology Engineering and Maths (STEM), said: “We were absolutely thrilled to receive such a kind and generous donation by the Pat Allsop Charitable Trust.
“The NAO robot is a fantastic addition to our great engineering workshops and facilities at CANDI and will support our students with the robotics element of their course, which will provide them with the skills and knowledge they need for university and their future careers.”
The Pat Allsop Charitable Trust has previously provided funding for UrbanPlan workshops at schools and colleges, which included a session on urban regeneration with CANDI students in March 2019.
Scott Tyler, Senior Partner and Trustee of the Pat Allsop Charitable Trust, said: “We were really pleased to be able to make a donation from the Pat Allsop Charitable Trust to City and Islington College.
“We are delighted and intrigued at the news that the funds have been used to purchase a working robot. We would love to see it in action and look forward to continuing our relationship with the college.”
Find out more and apply for Engineering courses here.
To mark International Women’s Day on 8 March, three female students from across Capital City College Group (CCCG) shared their passion for studying Science, Technology, Engineering and Maths (STEM) subjects and how employers can attract more women and girls into these careers.
More women are enrolling on STEM courses at university, yet they make up less than a third of the workforce in these careers in the UK.
According to GOV.UK the number of women accepted onto undergraduate courses in these subjects increased by 50.1 per cent from 2011 to 2020. However, in 2020 women only made up 29.4 per cent of the STEM workforce in the UK.
CCCG offers a wide range of academic and technical courses in STEM including A Levels, T Levels, BTEC diplomas and GCSEs, with female students making up 43.5 per cent of those taking these courses over the past four years.
Here’s what female students on our STEM courses had to say:
‘If there were more female role models in IT, that would inspire more girls to think it’s not just a man’s world’
“My dad runs his own IT company, so I’ve been surrounded by tech all my life. I’ve been interested in it since I was eight when I started reading about basic coding. I used to think IT was all about programming, but now I’ve found out there is so much more to it, such as databases, animation and social media.
“The course and teaching at CANDI has been really good and I’ve been able to pick things up easily. I have a couple of female teachers on the course. It’s great to have role models like them in class for someone like me looking to get into IT.
“I think tech companies still accept more men into IT jobs, it’s like they underestimate the skills women can bring to these careers. They need to start encouraging more women to get into roles so they can see that they are capable of doing the same jobs as men, and maybe even do them better.
“You often hear about people like Bill Gates and Mark Zuckerburg, but you never hear about the women in tech. If there were more female role models seen in IT, that would inspire more girls to think it’s not just a man’s world and something they could do as a career.”
Jaina Torres, IT student at CANDI
‘More female engineers giving talks in schools and colleges will mean girls see it as a valid career option’
“From a young age I was fascinated by how things work and liked physics and maths at school. When the pandemic hit, I started to get into technology and began thinking about my future career and saw there was a demand for more engineers.
“I absolutely loved the first year of my engineering course at WestKing and learnt so much. There are so many facets to engineering. I’ve learnt about coding and microcontrollers and have been able to apply knowledge I have gained on work experience to my course. I enjoy the challenge of creating innovative solutions to different problems. The teachers are really encouraging and are always available if I need any help. They want the best for all their students.
“Engineering is a good career for women. We need to show it is not just men who are capable of doing these careers but women as well, and it should no longer seen as a male-dominated career. It’s about changing peoples’ perceptions.
“You don’t tend to hear about women in engineering and more need to be done to make their voices heard. Having more female engineers giving talks in schools and colleges like they do at WestKing, will mean girls see it as a valid career option. More images of women doing these jobs would also inspire girls into engineering.”
Tianen Ho-Nyirabu, Engineering student at WestKing
‘Companies need to do more to promote internships and give more opportunities to women’
“Science was the first type of career that came to mind. I really enjoyed it at school and learning about chemistry, biology and physics. I’ve always had pets – a parrot, a dog and now a cat – and have applied to study veterinary nursing at university.
“The teachers at CONEL are really nice and present the subject well and give you videos to watch to help you understand. I like doing the practical experiments and following a method, doing some procedures, measurement and calculations and understanding why things happen and how you can change things. It’s a fascinating subject and there are so many pathways you can take.
“You see a lot of male doctors and scientists. Sometimes women are not considered for roles because they are seen as too sensitive and men are thought to be better at handling pressure. That needs to change if we are going to attract more women into science. If you have got the skills and ability there shouldn’t be anything to stop you.”
“Companies need to do more to promote internships and give more opportunities for women. They need to show more women doing these jobs and tell them more about the opportunities that are open to them. I know that would build my confidence and motivate me to do well at college if I saw someone to aspire to in the future.”
Alexandrina Pinzari, Applied Science student at CONEL
Find out more about all our courses at CCCG and apply here.
Roy O’Shaughnessy, Chief Executive Officer of Capital City College Group (CCCG) – London’s largest further education college group – is to retire this year.
CCCG comprises City and Islington College, Westminster Kingsway College and the College of Haringey, Enfield and North East London, and apprenticeship and training provider Capital City College Training.
Roy, 67, leaves after four-and-a-half-years having led CCCG to an overall rating of ‘Good’ and being recognised as ‘Strong’ in meeting skills needs – the highest possible rating – in its latest Ofsted inspection report in January.
He said: “Everyone has to decide when the time is right, and I always felt that after Ofsted had done its work my term would be over. If I thought I could do another five years, I would be the first one saying I want to be there, but the truth is it’s time for me to retire and concentrate on my family and all those things you can’t do when you’re working.”
Roy joined CCCG in June 2018, replacing Andy Wilson, having previously spent six years as CEO for the Shaw Trust, a national charity helping people, particularly those with complex needs, into the workplace.
During his tenure, Roy has overseen the launch of 01 Founders, a tuition-free coding school with guaranteed jobs, and Visionnaires, a community interest company offering programmes to support aspiring entrepreneurs.
Under his leadership, CCCG has also improved its financial position without borrowing despite the impact of COVID and energy crisis, which has included exploring other commercial activities across its estate to support its long-term future.
Roy said: “This is my last substantive role and I do not plan on working full-time after this or going on to something bigger or better. We have achieved so much over the past few years, and I would like to wish my successor the very best in the role that I feel privileged to have held.
“I want to thank everyone who have been so gracious since I have been here at CCCG. You’ll never get everyone to agree in a college group of this size, but this is a place where everyone, from lecturer to manager to support role, truly wants the best for its learners.”
Pablo Lloyd OBE, who co-founded Visionnaires, has been appointed Chief Executive Officer of CCCG on an interim basis until Roy’s successor is appointed. He has 20 years’ experience in further education that includes Ufi/learndirect, Activate Business School and as a trustee for WorldSkills UK.
Alastair Da Costa, Chair of CCCG, said: “On behalf of all our learners, teachers and staff, I would like to thank Roy for his exemplary leadership and fantastic support. We are immensely grateful for the transformation he has led over the last four-and-a-half years and the strong legacy he has created for CCCG’s future.”
CCCG is looking to appoint a successor to Roy before the start of the new academic year.
Gain skills and experience in an actual paid job while studying for a degree without any tuition fees.
The number of people taking degree apprenticeships is continuing to rise.
According to GOV.UK, the number starting degree apprenticeships in 2022-23 was up by 14 per cent to 20,060 compared to the previous academic year.
Increasingly, students and apprentices at Capital City College Group (CCCG) are looking to degree apprenticeships as an alternative to full-time study at university to get the skills for their career.
So, what are degree apprenticeships and what are the benefits?
Degree apprenticeships are actual jobs that enable you gain a degree while you work, typically spending 80 per cent of your time at work and 20 per cent studying at university.
Note that degree apprenticeships in Scotland are called graduate apprenticeships and in Northern Ireland most higher apprenticeships are only up to Level 5, the equivalent of a foundation degree.
Degree apprenticeships are open to all ages and entry requirements are similar to those for university, such as A Levels or an equivalent Level 3 qualification or apprenticeship. However, it is also likely you will have to go through an application process and attend an interview with the employer.
There are certain professions where you cannot take a degree apprenticeship, such as a doctor, but there are so many areas where you can. These include accounting, business, construction, engineering, law, nursing, agriculture, hospitality and IT.
While you will not get the full experience of going to university, you will be able to apply what you are learning in a real work environment, gain knowledge from people already working in the sector and learn additional skills.
Apprenticeships are also an opportunity to impress an employer who might take you on after you have completed your training. They are also a chance to develop soft skills all employers want including leadership, teamwork, decision making, time management and problem solving.
He saw the fact that the apprenticeship was giving him a career and an education as a real advantage in the industry, not to mention his employer would be paying his tuition fees.
“I’m interested in many different aspects of IT. On the one hand I’m interested in the hardware side, but since I’ve been at IBM I’ve been shown some new aspects of software and cloud-based technology that I never knew about, which has also piqued my interest,” he said.
Imtiyaz, whose interest in tech began at an early age. explained that his diploma at CANDI gave him a realistic expectation of what it would be like to work in IT.
“This is a potential career opportunity at a great company that’s well known within the industry, which will give me the skills and experience over the next three years that I might not get just at university,” he said.
A Level History students Ben Stanley and Anastasia Burlakova from City and Islington College (CANDI) were given the chance to visit Auschwitz-Birkenauand hear from a survivor of the former Nazi concentration camp to mark Holocaust Memorial Day last month. They shared their experience in the article below for the Sixth Form College’s student online newspaper The Toast and podcast The Jam with student Sean Voitov who went on the trip last year.
Lessons from Auschwitz by Ben Stanley and Anastasia Burlakova
Over 75 years have passed since the liberation of Auschwitz-Birkenau and the other Nazi concentration camps. Approximately six million Jews were murdered during the Holocaust, 1.5 million of whom were children. We must never forget those who were persecuted during the Holocaust and should understand its meanings for us today. It is imperative that the Holocaust remains a period of history that is forever talked about, and that it is appropriately taught to young people.
The Holocaust Educational Trust is a British charity that shares these values, aiming to educate the youth about the Holocaust, and ensuring that it is taught within the national curriculum. We enrolled in the charity’s Lessons from Auschwitz Project, where we heard testimony from a Holocaust survivor, visited Auschwitz, and completed our Next Steps project, which involved us passing on the lessons we learnt from our visit, and sharing it with the local community.
Prior to our visit to Auschwitz, we attended an orientation seminar, which provided us with many case studies showcasing pre – war Jewish life. This highlighted the fact that those who were killed were human beings with aspirations and livelihoods, so much more than just a statistic. Additionally, we were taught about the persecution of Jewish people throughout history, this informed us of the dangers of historic Jewish discrimination, and drew our attention to modern day antisemitism.
Hear the podcast History, Memory and the Holocaust with Ben Stanley, Anastasia Burlakova and Sean Voitov, here.
We then undertook a day trip to Auschwitz itself, arriving in Krakow and visiting the city of Oswiecim. We learnt that Oswiecim was a city rich in Jewish culture before the outbreak of the Second World War. Tragically, a lot of the history was lost to Nazi occupation, such as the ‘Great Synagogue’, a symbolic and grand synagogue within the city, which was burnt down by German soldiers. Visiting Oswieicm gave us an insight into pre-war Jewish life and history, and reminded us of just how swiftly and callously it was taken away by the Nazis.
Following the visit to Oswiecim, we attended a guided tour of Auschwitz I. Upon arrival, we underwent rigorous security checks, these were introduced following inappropriate behaviour at the camp, showcasing how antisemitism remains rife in modern day society. Having gotten through security, we encountered the ‘arbeit macht frei’ sign, a cruel expression used by the Nazis declaring ‘work sets you free’. Once inside Auschwitz I, we witnessed some incredibly challenging sights, most notably the gas chambers, human hair, possessions belonging to the victims, and footage of some of the prisoners living out their ordinary lives before the war. In addition to these artefacts, we came across the ‘book of names’, which presented over 4.2 million Jewish lives that had been taken by the Nazi regime. The ‘book of names’ really showcased the magnitude of just how many people had been killed, simultaneously enabling visitors to humanise those who had lost their lives, with each victim presented with their full name and date of birth.
We then went to Auschwitz Birkenau. We saw the freight cars, often used to carry cattle, used by the Nazis to transport their prisoners into the camp, presenting how the Nazis would dehumanise their victims before killing them. Also, we visited the housing that the prisoners were subject to, which were not dissimilar to stables, with overcrowding, starvation and disease all rampant, further outlying the brutality of the Nazi regime. Furthermore, we witnessed the crematoria, another former gas chamber, capable of killing up to 3,000 people imminently.
By the evening, we listened to an engaging talk by a rabbi associated with the Trust, who emphasised the importance of virtues such as respect and tolerance in order to overcome modern day antisemitism. Our final act was to lay candles by the memorials of those who had lost their lives. This part of our day encompassed why one should visit Auschwitz Birkenau, to reflect and pay respects to those who died there.
Following our trip to Poland, we heard a testimony from Janine Webber, who articulately reflected on her experiences of the Holocaust. Janine had suffered immensely in her early life, losing almost all of her immediate family and grandmother to the nazis. Janine only narrowly survived herself, having to change identity and move location on many occasions. In 1956 Janine moved to the UK, where she met her husband and had two children and grandchildren.
Listening to the stories of those who were detained at concentration camps is more important than ever, as many of those who had been persecuted during the Holocaust are no longer with us. Hearing accounts by survivors enables conversation regarding the Holocaust to continue into the 21st century, educating many, and honouring those who were killed.
Holocaust education is mandatory under UK law, however there is no guidance by the government on how it should be taught, leading to inadequate and superficial teaching of one of the most important aspects of history. This was one of many reasons why we chose to enrol as ambassadors of the Trust, broadening our knowledge of the Holocaust amongst thousands of other students in the UK, and relaying on what we had learnt through the Lessons from Auschwitz programme.
Bigotry towards Jewish people remains at an alarmingly high rate in the present day; 2,255 incidents of antisemitism were reported in 2021 alone, the highest figure ever recorded in a calendar year. Education is fundamental in overcoming discriminatory views, and by informing the youth of tomorrow regarding the history of the Holocaust and the ramifications of antisemitism, perhaps a more tolerant future is on the horizon.
Antisemitism is unfortunately a global issue, fuelled by those on the radical left and right of the political spectrum. However, reinforcing teaching the Holocaust within the curriculum and educating oneself and others about the history and present day ramifications of antisemitism and bigotry can help in overcoming Jewish hate.
The Holocaust was the murder of approximately six million Jewish men, women and children by Nazi Germany and its collaborators during the Second World War. The Holocaust Educational Trust provides students with a deep understanding with the events that took place, whilst also informing them of important inferences that are not always considered, such as that of the humanisation of those involved within the Holocaust, including the perpetrators.
Antisemitism is rampant in modern day Britain and across the world, making it increasingly important for charities such as the Holocaust Educational Trust to inform the youth of the dangers of bigotry and hate. It is vital that the worst atrocity committed in human history is remembered, no such event can take place ever again.
Find out more about studying A Levels at CANDI and apply here.
“At the time the apprenticeship was a part of our training package. I believe greatly in training and relished the challenge,” he said.
“I saw the opportunity to gain skills, experience and ultimately an official qualification. It was a great course that allowed me to work a pace that suited me around my day job.
“The apprenticeship compounds the on-the-job learning by putting it on paper and demonstrating your understanding. It helped me to understand my role better as a Detainee Custody Officer and gave me the confidence to apply for promotion.”
Dave also used the opportunity of returning to college to gain Functional Skills qualifications in English and maths having mislaid his exam certificates from school.
He had no hesitation in recommending CCCT and praised his trainer Sandeep Patel who was “brilliant, supportive and easy to talk to,” from the outset of his apprenticeship.
Dave is primarily responsible for returning people who no longer have leave to remain in the UK and providing them with care and welfare support while they are in custody.
“No person is the same and their circumstances can be very different. Each job has its challenges, and you often have to wear several hats – custodian, authoritarian, shoulder to cry on, a friendly face and someone to offload on,” he said.
“It’s a bit of a cliche but no two days are the same. You can turn up expecting one thing based on your risk assessment and find completely the opposite.”
Dave advised anyone looking at a career as a custody officer needs to have the ability or be able to gain the skills to think outside the box and manage people effectively.
The Custody and Detention Officer Level 3 Apprenticeship covers the role of a custody officer, policies and procedures, security and violence reduction, patterns of behaviour, recognising and understanding mental health issues, caring for the vulnerable, undertaking searches and health and safety.
“There’s a lot to gain from completing an apprenticeship. You’ll learn new skills meet new people, it’ll help you enhance your skills and knowledge and at the end you’ll have some new qualifications to further your career,” said Dave.
“There’s no doubt it assisted me in my promotion to management.”
Find out more and apply for Custody Detention Officer apprenticeships here.
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