1. The Flying Start Project www.hope.ac.uk/flyingstart Policy implications of cross- sector working to support student transitions to higher education James Elander University of Derby, UK j.elander@derby.ac.uk

2. The Flying Start Project www.hope.ac.uk/flyingstart Flying Start A project focusing on ways to help students deal with the transition from academic writing pre-university (FE) to academic writing at university (HE) Working with students – transition mentoring schemes And tutors – developing cross-sector communities of practice And developing policy recommendations

3. The Flying Start Project www.hope.ac.uk/flyingstart Today’s aims Develop policy recommendations informed by participants’ experiences of cross-sector working –Identify key elements of participants’ experiences and views –Explore the policy implications of those experiences –Develop/refine Flying Start’s policy recommendations

4. The Flying Start Project www.hope.ac.uk/flyingstart Part 1 (15 minutes) Small groups Focus on one area of policy? Explore relevant experiences and views Distil views in a few bullet points Part 2 (15 minutes) Still in small groups How your views and experiences translate into policy recommendations Way you would like policy on teaching, learning or assessment to change in FE or HE to support student transitions Distil those policy suggestions in a few bullet points

5. The Flying Start Project www.hope.ac.uk/flyingstart Part 3 (20 minutes) Whole workshop discussion Present each summary from the small groups Identify commonalities and conflicts Develop/refine policy recommendations After the workshop To stay in touch with Flying Start, or join the Policy Group, leave your details on the attendance sheet Return the ‘Responses’ page (last page) of the Scoping Paper Visit www.hope.ac.uk/flyingstart

6. The Flying Start Project www.hope.ac.uk/flyingstart Potential policy recommendations A level teaching and assessment 1. Incorporate analysis, evaluation and critical thinking more systematically in the assessment criteria for written A level work. 2. Link the synoptic paper and the extended project qualification more explicitly to preparation for post-A level work. 3. Include more items of extended written composition in sections of A level assessment other than the synoptic paper. 4. Review A level assessment in light of increasing uptake of alternative programmes, including the International Baccalaureate (IB). 5. Incorporate in A level curricula those aspects of non-A level qualifications that prepare students better for HE.

7. The Flying Start Project www.hope.ac.uk/flyingstart Alternatives to A level in FE teaching and assessment 6. Make non-A level qualifications more widely available to cater for the widening range of students and learning approaches. 7. Commission research on the likely impact of increased use of the IB and other qualifications providing access to HE. Preparation for academic writing in HE 8. Provide and ensure the delivery of preparatory courses on academic writing for those FE students who are most likely to benefit and are expecting to progress to HE, having entered the UCAS system. Staff training and development 9. Provide protected time for HE lecturers, A level and other FE tutors to liaise and collaborate to share and develop good practice. 10. Provide training for HE staff in students’ pre-HE experiences of writing for assessment in the wider context of epistemological and disciplinary requirements.