{"id":505,"date":"2023-04-20T16:16:51","date_gmt":"2023-04-20T16:16:51","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/isa\/?p=505"},"modified":"2023-04-26T10:32:17","modified_gmt":"2023-04-26T10:32:17","slug":"uk-partner-awards","status":"publish","type":"post","link":"https:\/\/blogs.shu.ac.uk\/isa\/2023\/04\/20\/uk-partner-awards\/","title":{"rendered":"UK Partner Awards 2023"},"content":{"rendered":"

\"\"<\/a><\/p>\n

The Sheffield College<\/b><\/span><\/p>\n

Inspirational Individual Award<\/b><\/p>\n

Demi Darby\u2013 <\/b>Foundation Degree Professional Practice in Health & Social Care<\/i><\/p>\n

What they did<\/b><\/p>\n

\u201cThis learner has continued to work consistently hard to achieve her goal whilst overcoming personal challenges. She has been a young carer for many years and has struggled throughout this time with her own health issues. It has has been pivotal for her and is requiring extra determination to complete this year. It is always a pleasure to have this learner in the class. We believe in you!!!!\u201d<\/p>\n

What was the Impact?<\/b><\/p>\n

\u201cThis learner continues to strive to achieve her aspirations to become a paramedic and support others.\u201d<\/p>\n

How it inspired others<\/b><\/p>\n

\u201cThis learner demonstrates that challenges can be overcome.\u201d<\/p>\n

 <\/p>\n

UCEN<\/b> Manchester<\/b><\/span><\/p>\n

<\/b>Student Voice Award<\/b><\/p>\n

Alice Lambert \u2013 <\/b>BA Hon Musical Theatre <\/i>Y3<\/i><\/p>\n

What they did<\/b><\/p>\n

\u201cDedicated their time and given every person a chance to talk about the changes they want to see on the course.\u201d<\/p>\n

What was the Impact?<\/b><\/p>\n

\u201cMore time with tutors, most things asked for have been met.\u201d<\/p>\n

How it inspired others<\/b><\/p>\n

\u201cThey are a person that is comforting to most in our year. We constantly inspired by their talent, and joy of helping and listing others up.\u201d<\/p>\n

Inspirational Individual Award<\/b><\/p>\n

Kerry Ann Parkins \u2013 <\/b>BA Acting<\/i><\/p>\n

What they did<\/b><\/p>\n

\u201cKerry joined the BA Acting as a mature student and a mother. She is incredible team member. Always ready to help and support others as well as the staff. She is kind, considerate and generous to all around her. She juggles three children and course of over 28 hours a week and as well as dealing with her family commitments. She has had a journey that took her from a Jamaica to the UK where she has worked so hard to become an actor.\u201d<\/p>\n

What was the Impact?<\/b><\/p>\n

\u201cKerry’s positivity and care impacts on all around her including the staff. Kerry literally lights up a room when she is in it. \u201c<\/p>\n

How it inspired others<\/b><\/p>\n

\u201cShe is an inspiration and a role model to anyone who has not necessarily followed the traditional route into education particularly acting that can be difficult for many mature students. She has shown anything is possible.\u201d<\/p>\n

 <\/p>\n

Royal School of Military Survey<\/b><\/span><\/p>\n

Inspirational Individual Award<\/b><\/p>\n

Amy Keeble \u2013 <\/b>BSc (Hons) Military Geospatial Science <\/i><\/p>\n

What they did<\/b><\/p>\n

\u201cThey arrived at the Royal School of Military Survey prior to their 18th birthday, the youngest member of their cohort. Throughout the course, this trainee has inspired their fellow soldiers through their work ethic, consideration for others and selfless commitment.<\/p>\n

Despite the technically demanding nature of the course, they have shown the mental resilience and creativity to not only ensure their own success, but most importantly the overall success of the course. Often seen helping weaker members of the course, they acted as the first line of enquiry for the course, on several occasions producing planning aids to ensure completion of tasking.<\/p>\n

To ensure the course thrived both in and out of the classroom, they coordinated course cohesion activities, engendering a climate of teamwork and comradery. Additionally, they actively engaged with charity fundraising in their own time, by taking part in a fundraising run to raise money for the Good Shepard Hospice.\u201d<\/p>\n

What was the Impact?<\/b><\/p>\n

\u201cBy producing aids to help weaker members of the course and by organising team cohesion activities, they have fostered a culture of teamwork. Other course members have adopted their methods and are now actively assisting their fellow soldiers. Using their collective academic talent for the benefit of every member has had a positive impact on the overall performance of the course. Their performance has not only inspired confidence in their fellow trainees but has also had a positive impact on their own burgeoning confidence.<\/p>\n

The Good Shepard Hospice has helped thousands of people and their families living with life limiting illness. Their contribution to fundraising will go a long way to help provide specialist palliative care for people with cancer and non-cancer life-limiting illnesses, at all stages of their illness.”<\/p>\n

How it inspired others<\/b><\/p>\n

\u201cTheir work ethic, consideration for others and selfless commitment has inspired and won the admiration of the course. Their efforts have fostered a culture of teamwork and cohesion. Their inspiring efforts have demonstrated that age is not a barrier to leadership. Voted by their peers as the \u2018Soldiers\u2019 Soldier\u2019, they fully deserve their nomination for the Inspirational Individual Award.”<\/p>\n

 <\/p>\n

Oldham College<\/b>\u00a0<\/span><\/p>\n

Inspirational Individual Award<\/span><\/b>\u00a0<\/span><\/p>\n

\u00a0<\/span>Fateha Rahman \u2013 <\/span><\/b>FdSc Counselling & Psychotherapeutic Skills<\/span><\/i>\u00a0<\/span><\/p>\n

\u00a0<\/span>What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis person has had a fantastic start as a trainee counsellor.\u00a0 They have worked across multiple organisations, supporting a range of clients with their mental health.\u00a0 They have been able to counsel in multiple languages, providing much needed support for some of the most potentially vulnerable clients in society.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cClients have reported great improvements in their ability to cope with the issues they have brought to counselling.\u00a0 One client sent an email to a placement organisation: “I just wanted to send a message to say how much my counsellor helped me. I have had my 6 sessions….. and although I am not back to my old self yet, she gave me the confidence to work things out. She was such a lovely person with a kind, caring nature. I am so grateful to her.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cOther members of the class have been inspired by this person, to undertake placement and to believe in their abilities to practice counselling.\u00a0 This person has shared their experiences in class, and been open and honest in their learning and development.\u00a0 This person is such a dedicated student, and has balanced a busy family life, with full time study, and multiple counselling placements.\u00a0 They are an inspiration to staff and students, and demonstrate what is achievable when your apply your heart and mind.\u201d<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

Trafford College<\/b>\u00a0<\/span><\/p>\n

\u00a0<\/span>Student Voice Award<\/span><\/b>\u00a0<\/span><\/p>\n

Susanna Vosper \u2013 <\/span><\/b>BA Contemporary Creative Practice<\/span><\/i>\u00a0<\/span><\/p>\n

What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis learner has been a constant for their cohort through the 3 years studying at the Stockport University Centre. They speak up for their peers and have a fantastic and professional working relationship with all tutors. This learner friendly, compassionate and easily approachable, and her presence is appreciated by all. Leading the way in community projects for example the ‘BagThing’ which was a flyer distributed across Manchester celebrating the fact that the course offers opportunities for all learners – in particular mature learners.\u00a0 A parent of 2, who fits the course around their speech and language career, They also got involved in the work to promote the new campus and designed the Art work, that promotes the college offer along A6.\u201d<\/span>\u00a0<\/span><\/p>\n

What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe impact of having this learner in the cohort is they encourage others to push the boundaries and they are a true advocate of a community spirited can-do attitude.\u201d<\/span>\u00a0<\/span><\/p>\n

How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe impact of having this learner in the cohort is they encourage others to push the boundaries and they are a true advocate of a community spirited can-do attitude.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Caroline Hamlin \u2013 <\/span><\/b>BA (Hons) Childhood Studies Level 6<\/span><\/i>\u00a0<\/span><\/p>\n

What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis person started the course with low self-esteem and fear of failure. Following a formal diagnosis of additional learning needs this individual has accessed support and gone from strength to strength, personally, professionally and academically. Since beginning the course the student has gained meaningful employment and has inspired colleagues to apply for courses post-graduation.\u201d<\/span>\u00a0<\/span><\/p>\n

What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis person helped others’ by researching career routes and open days for colleagues and attending them together. The student has been selfless in supporting others at times of doubt and worry and helping them overcome their own adversity. This individual is a mature single parent, looking after 3 children, yet always finds times to come into college on non-teaching days to study.\u201d<\/span>\u00a0<\/span><\/p>\n

How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis has inspired others through them observing this individual’s dedication, desire to succeed and leading by example.\u201d<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

Marie Temperton \u2013 <\/span><\/b>BA (hons) Childhood Studies Level 5<\/span><\/i>\u00a0<\/span><\/p>\n

What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student activity advocates for all students within the group and represents their cohort and the rest of the HE Early Years students by advocating as a HE Student Governor. In addition to this the student also represents the University Centre as a student ambassador, working with GM Higher to widen participation in higher education. The student does all of this alongside studying full time, working part time and looking after two children as a single parent.\u201d<\/span>\u00a0<\/span><\/p>\n

What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student is able to represent the group and the HE Early Years area by taking their voices forward. The student aims to get a balance of views to ensure that constructive feedback can be shared which allows for continuous improvement to all programmes within HE Early Years.\u201d<\/span>\u00a0<\/span><\/p>\n

How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cIt has inspired others to share their voice.\u201d<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

Inspirational Individual Award<\/span><\/b>\u00a0<\/span><\/p>\n

Daryll Abrahams \u2013 <\/span><\/b>Foundation Degree in Sport Coaching<\/span><\/i>\u00a0<\/span><\/p>\n

What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cHas made strong development in the coaching worlds whilst being on the Foundation Degree in Sports Coaching at Trafford College.\u00a0 They have past qualifications in L1 Handball, L2 Swim teachers Award and has recently started the UEFA B Licence.\u00a0 On top of this they are also completing their Level 5 teaching award and coaching for their local football team and at the Manchester United Foundation, as well as coaching and teaching at ISports Football academy during the week.\u201d<\/span>\u00a0<\/span><\/p>\n

What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThey have passed on their knowledge built up on the Foundation Degree into actual practice, securing key employments in the industry that they want to work in.\u00a0 They are also a pleasure to teach, and they lead the group and help to develop other members of the cohort.\u00a0 This is all whilst having a torn ACL and awaiting surgery.\u201d<\/span>\u00a0<\/span><\/p>\n

How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cIt inspires others as it shows the possibilities that are open to the rest of the group if they apply themselves appropriately.\u00a0 They will do exceptionally well in the coaching industry later in life.\u201d<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

Sarah Hayward \u2013 <\/span><\/b>BA (Hons) Childhood Studies top-up<\/span><\/i>\u00a0<\/span><\/p>\n

What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis student is a non-typical first generation student who has a Traveller heritage. During the first year of their higher education they shared this heritage and how it influenced their hopes and their fears about completing the Working with Children and Young People Foundation degree. One of the earlier modules had a session that focused on the GRT community and the student was happy to share their own story and shared a link to a CBBC episode that showed some of their family members to inform others about daily life from a more informed perspective.\u00a0<\/span>\u00a0<\/span><\/p>\n

The student has been heavily impacted by Covid. Like many others who were in education during this time, the lesson were delivered remotely. The student was vocal during these early sessions and encouraged all students to join in and be active in the lessons. In November 2021, the student caught Covid-19 which attacked her nervous system, heart and circulation. This developed into long-Covid and the student experienced a number of symptoms including extreme fatigue and was unable to walk for more than 15 minutes.\u00a0<\/span>\u00a0<\/span><\/p>\n

This resulted in the student missing a number of weeks teaching when we returned to face-to-face teaching. The student completed a 12-week intense rehabilitation programme to support her with a gradual recovery. This long recover did result is the student missing large amounts of teaching during the final year of the foundation degree. However, despite this adversity, the student went on to complete all assignments on time and was awarded a distinction, before progressing onto the BA (hons) Childhood Studies top-up.\u201d<\/span>\u00a0<\/span><\/p>\n

What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student was able to share an informed perspective of the GRT community with others who work in the Early Years\/ Education sector. The student is inspirational to others in the community.\u201d<\/span>\u00a0<\/span><\/p>\n

How it inspired others<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student is inspirational to others in the community or from a similar heritage. Her journey demonstrates that this is an opportunity for others.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Heather Somers \u2013 <\/span><\/b>BA (Hons) Childhood Studies Level 6<\/span><\/i>\u00a0<\/span><\/p>\n

What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis person has overcome self-doubt, personal illness and bereavement to go from strength to strength. This individual inspires others continuously, personally, professionally and academically. The student always makes time to help colleagues in need, inside and outside of college, despite being a single parent of a child with significant additional needs.\u201d<\/span>\u00a0<\/span><\/p>\n

What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis individual is motivational for the others in this cohort, by constantly demonstrating a selfless and supportive role both in college and outside. This student is an inspiration to their child and everyone who interacts with them including the Lecturers!\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThis has inspired others through them observing this individual’s dedication, desire to succeed and leading by example; overcoming personal adversity and loss.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Marie Temperton \u2013 <\/span><\/b>BA (hons) Childhood Studies<\/span><\/i>\u00a0<\/span><\/p>\n

\u00a0<\/span>What they did:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student returned to education as a mature student, seeking to gain a higher qualification and change their career path as they began to work more directly with children in the Early Years. The student is a single parent and has two children, one is under five and the other is completing their GCSE’s and finds it motivating to see their parent studying and showing the value of education. During their two years of studying, the student has faced personal and professional adversity as they have moved between placement and employment and changed roles to fit with their personal circumstances. The student has been resilient to this adversity and used their own education as their positive focus. The student balances being a parent, working and studying full time very well. This has resulted is consistent results that have been very good not only academically but within practice within the Early Years as they drive change as a result of their developing knowledge. The student is very supportive of others in the group.\u00a0 Within class they encourage, support and motivate others and is almost the second teacher in the group. They advocate for the group and have recently become a student ambassador and is involved, through this role, in widening participation in Higher Education.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>What was the Impact?<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student motivates others in their cohort to build relationships, be an active engaged student, and to seek support when required. Some examples of how they go above and beyond to support others in their cohort is by walking others to the library to get books, when they do not need to go, just so the other student feels comfortable and has the books required to complete their assignments. Supporting students by sharing readings that they carefully source and sharing valuable knowledge from practice to those that have less experience. Offering emotional support to others. This actively impacts on the other student’s opportunities to complete the academic demands of their degree. As a mature student they encourage others to participate in higher education.\u201d<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>How it inspired others:<\/span><\/b>\u00a0<\/span><\/p>\n

\u201cThe student inspires others by being an inspirational role model. Other students\/ potential students value the relatability of the student’s journey which encourages them to follow.\u201d<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

The Sheffield College Inspirational Individual Award Demi Darby\u2013 Foundation Degree Professional Practice in Health & Social Care What they did \u201cThis learner has continued to work consistently hard to achieve her goal whilst overcoming personal challenges. She has been a young carer for many years and has struggled throughout this time with her own health … <\/p>\n

Continue reading “UK Partner Awards 2023”<\/span><\/a><\/p>\n","protected":false},"author":852,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"wds_primary_category":0,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[1],"tags":[],"class_list":["post-505","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/posts\/505","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/comments?post=505"}],"version-history":[{"count":4,"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/posts\/505\/revisions"}],"predecessor-version":[{"id":575,"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/posts\/505\/revisions\/575"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/media?parent=505"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/categories?post=505"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/isa\/wp-json\/wp\/v2\/tags?post=505"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}