Good Community Partnerships
An overview by a UK college (for students aged 11-18) of how they forge sustainable community partnerships and deliver enterpreneurship education in the context of their Surf Academy programme.
Purpose and process
The college has managed to combine the subject specifications of its highly successful Surf Academy programme of study with the needs of the surfing industry. This integration between industry and delivery occurs across the entire Surf Academy curriculum and is fundamental to the programme of study’s impact. For example, in the Level 3 Enterprise course, learners set up their own surfing business and learn how to run and manage a successful venture which, if they desire, can continue to develop after their studies are completed.
During their 2 years at the Academy, learners follow a core programme of study and also have the opportunity to acquire professionally recognised qualifications such as a national beach lifeguard qualification (NBLQ), a surf coaching award or a gym instructor award. Once qualified, learners can support younger students with surfing lessons, primary school surfing festivals, national surfing competitions and commercial operations as part of their diverse work placements. Identity and ownership are key characteristics of the Surf Academy and all learners have a branded uniform which is fit for purpose and unique. The associated design and brand personality of the Surf Academy itself is developed and revised by the learners who are also responsible for the Academy's ongoing marketing strategy. As part of this strategy, learners create a film charting their experiences and including interviews, music and footage from their weekly practical surfing time.
The Surf Academy equips its learners with the equivalent of 4 A’ Levels and professional qualifications relating to surfing. However, whilst the programmes and activities are specific to the industry, the attitudes and skills which create the foundations for learner development are transferable to all areas of the labour market from a vocational and geographical perspective. In addition, there is a strong emphasis on the development of enterprising skills, attitudes and behaviours.
Curricular or thematic relevance
The core programme of study includes BTEC (Level 3) Business, Travel and Tourism, Enterprise and Sport. However, if learners prefer to mix their learning with more traditional A Level qualifications then they are encouraged to do so.
How to organise:
The programme is a combination of timetabled lessons, suspended timetable activities such as work placements and other events, and extra-curricular time, including the student's own time.
Assessment and evaluation approaches
Integrated throughout the programme, e.g. via qualifications, student performance during work placements, successful management of enterprise activities such as student-run companies.
The programme relies heavily on involvement of local and national representatives of the surfing industry and local community organisations (including work placement providers).
Strong links with Higher Education have resulted in a Memorandum of Understanding with, for example, the University of Plymouth so that students have a clear progression to Year 1 degree programmes.
helper do TM detail body (June 6th, 1st half)
This is not a conventional method but a way of life that we have to communicate to our students. Teamwork always brings better results since you are asked to find the right person for the right job and to receive the necessary assistance. Also important is the opening of the school in society in the era of networks.In this way students come in contact with reality and understand how human relations work, the concept of risk, competition etc. in real businesses.