Daniel Gardner, a materials technician apprentice with Balfour Beatty, who has his sights
set on becoming a materials engineer, and his tutor, physics graduate Toby Hooper, a
trainer/assessor at training provider Youthforce.
DANIEL GARDNER
I’ve always been a hands-on person and I struggled at school
with lessons that I didn’t want to be in. I knew that I wanted
to get into the construction industry, but I didn’t know where
to start. So, after school, I started working at Morrisons
supermarket.
I then found the Youthforce/Balfour Beatty materials
technician apprenticeship. I thought, why go to uni to get a
degree, spend lots of time applying for jobs and then spend
the next 20 years paying off a student loan, when I can earn
while I learn with people who are already in the industry? It
was a no-brainer.
Toby’s approach as a tutor is very firm but not strict. As I’m
still young, there were times when I doubted myself. When I
was really struggling to understand things, Toby would either
come to my workplace or stay behind for a few hours at
Youthforce to help explain things one to one.
As I’ve been working nights for the past four months, Toby
has even adapted his routine to be able to come and give me
support in the evening to help get my NVQ signed off .
I am hoping to start my level 3 NVQ and, with the continued
support and advice of Toby and the Youthforce team, I’m
aiming to become a materials engineer with Balfour Beatty.
DOWNLOAD WEBINARS
Members can now listen to a special two-part webinar exploring the
use of behavioural insights to improve attendance and achievement
in maths and English.
In the fi rst part, Susannah Hume and Bibi Groot, from the
government’s Behavioural Insights Team (BIT), talk about their learner
engagement trials. In the second part they discuss how their fi ndings
can be put into practice.
To access this and other webinars visit goo.gl/4f4zKr
RESEARCH GUIDE
A new collaborative project from the Coalition for Evidence-Based
Education has recently published a research guide for schools,
colleges, early years and adult settings.
TOBY HOOPER
From the moment we met Dan at recruitment we knew he had
a drive to succeed. He’s tackled every challenge with ambition,
determination and good humour. He’s rapidly progressed to
become a proficient technician.
I studied physics at University College London but I wanted
to do something that challenged me in a diff erent way. I heard
a radio programme about science teaching and applied the
same day. It was one of my best decisions. I taught science
in secondary schools for almost 10 years. I don’t think I was a
natural, but it grew on me.
I’m very big on learner-ownership of learning, being mindful
of the risk of a learner feeling lost without support and structure.
I believe that, if asked a decent question, there’s always a
rationale even behind ‘incorrect’ answers, which deserve merit
as part of the journey. And, if learning isn’t fun, it won’t stick so
well. I’ve enjoyed continuous commitment from Youthforce to
my CPD. A highlight was an intensive ‘Concrete Appreciation’
course – it’s more fascinating than many might realise!
My route into secondary science teaching was via a PGCE.
Now that I work with apprentices at Youthforce, I’ve enjoyed
gaining my vocational assessment qualification and look
forward to further opportunities.
Based on inputs from teachers, researchers and intermediaries,
Leading Research Engagement in Education sets out some of the
basic ideas, and off ers guidance for organisations on developing
research engagement systemically. It also provides case studies
and links to useful tools.
You can download the guide at goo.gl/ktsUY3
COGNITIVE LOAD THERAPY BLOG
Lecturer and SET Fellow Dan Williams discusses Cognitive Load
Theory (CLT), coined in 1988 by John Sweller. CLT suggests that our
working memory can only hold a small amount of information at any
one time, and that instructional methods should avoid overloading so
that you can maximise learning.
To read the blog visit goo.gl/hXkvBr
INTUITION ISSUE 28 • SUMMER 2017 9