Situation:  A high proportion of our students come from rural areas and already suffer from lack of large employers, poor and expensive transport and long journeys to reach these employers.  Employers in rural areas are often small, located in inaccessible locations such as converted farms, and frequently sole traders or small private companies without large resources.

Mission:  Review of current issues and solutions around rural engagement between colleges and employers in rural areas and production of an updated information resource describing and evaluating the most effective and successful methods of engaging employers in rural areas.

A BEST PRACTICE GUIDE with examples of supporting the learner journey online through open days

To increase the number of students on the roll and ensure high quality information, advice and guidance (IAG), plus an overall positive experience, throughout the learner journey.

This is a general guide that will help teachers understand the essentials of undertaking on-line tutorials.  On-line tutorials are, in many ways, similar to face-to-face tutorials.  However, in College, students attend and participate in a similar way, in the classroom.  Online is another matter. With this guide teachers can get to grips with remote tutoring.

The reliance on cars to travel around rural areas, whilst understandable in light of the lack of alternative transportation, raised concerns about the environment: carbon emissions from heavy traffic and congestion on the highway. An e-scooter pilot is one way to tackle the two-fold issues of rural isolation and lack of sustainable transport options. As far as Petroc are aware this is the only rural pilot for e-scooters in the country at this time. Find out how it was done.

The reliance on cars to travel around rural areas, whilst understandable in light of the lack of alternative transportation, raised concerns about the environment: carbon emissions from heavy traffic and congestion on the highway. An e-scooter pilot is one way to tackle the two-fold issues of rural isolation and lack of sustainable transport options. As far as Petroc are aware this is the only rural pilot for e-scooters in the country at this time. Find out how it was done.

The term e-sports may be defined as professional or semi-professional competitive gaming in an organised format with a specific goal in place, such as winning a championship title. Our learners both play the actual games in a home environment and watch esports via different media channels. Here the concept is explored as a curriculum option.

A guide infographic to help students when learning online and remotely.

This report seeks to explore the strategies used to engage and support vulnerable learners studying remotely during this academic year and to better understand barriers encountered. Using research undertaken by learners and the staff that work with them, the findings identify a range of perspectives from Petroc, Cirencester, Brockenhurst and Henley Colleges.

The pandemic has led to a national closure of schools and colleges. Teaching and learning has moved from classrooms to the virtual environment. This sudden shift in the model of delivery unearthed many challenges but also has shone the light on possibilities and a new era of teaching in a blended environment. The purpose of this report is to identify the successes and challenges which will inform the accompanying remote learning guide.

What do we mean by blended learning? Blended Learning provides a mix of traditional, face to face learning with digital and dynamic online content which can be accessed anytime and anywhere, as long as someone has access to an appropriate device. Throughout this guide, we will be referring to a number of blended learning models and the relevance of the tools to each of these models.

The current pandemic has catapulted us forward in our natural timeline for identifying and developing digital resources for our students. Whether we are in a national or local lockdown or students or staff are self isolating, the urgency to reach our students from a distance has never been greater. The need for digital solutions has always been there. Many organisations deliver courses remotely and have done so successfully for many years. Even when restrictions are eased, digital support will still be needed; indeed, some students prefer it and engage with support far more readily and effectively than through face to face interventions.

A benchmarking model for teachers to use at course level was set up and tested resulting in over 20 positive and constructive collaborative meetings between like-minded and staff. The experience helped build relationships and was also a great resource for those teachers who are the only ones in their subject area. Here is a quick step by step guide to doing it yourself.

Part of a set of 5 films featuring real students explaining their common fears and anxieties about leaving school and starting at a college, with their top advice on how to approach the next stage.

Part of a set of 5 films featuring real students explaining their common fears and anxieties about leaving school and starting at a college, with their top advice on how to approach the next stage.

Part of a set of 5 films featuring real students explaining their common fears and anxieties about leaving school and starting at a college, with their top advice on how to approach the next stage.

Part of a set of 5 films featuring real students explaining their common fears and anxieties about leaving school and starting at a college, with their top advice on how to approach the next stage.

Part of a set of 5 films featuring real students explaining their common fears and anxieties about leaving school and starting at a college, with their top advice on how to approach the next stage.

There are times when learners can reach a tough point in coping with their work. Parents also can feel at a loss as they believe they cannot help if they are not a subject specialist. These films are designed to be watched by both students and parents or guardians and contain easy to apply methods to take back control of your student workload.

In this film we discuss what to do if you feel you have a ‘wall of work’ that needs completing but don’t have a clue where to start. The techniques are straightforward for the learner and also easy for a parent or guardian adopt when helping… and they work!

There are times when learners can reach a tough point in coping with their work. Parents also can feel at a loss as they believe they cannot help if they are not a subject specialist. These films are designed to be watched by both students and parents or guardians and contain easy to apply methods to take back control of your student workload.

In this film we look at how you can take a prioritised list and boost it for success. Lists are fine, but you need to understand demands of items and the energy required to complete them. If you do this your chance of success increases substantially.

There are times when learners can reach a tough point in coping with their work. Parents also can feel at a loss as they believe they cannot help if they are not a subject specialist. These films are designed to be watched by both students and parents or guardians and contain easy to apply methods to take back control of your student workload.

In this film we look at haw you can successfully manage the lists and of work you need to do, account for the energy required to do them, and fit life around the work that needs to be completed to deadline. This is where you take back control.