Search results
-
City of Lincoln's Festival of History
BGU's Professor Andrew Jackson designs content for literary trail! -
An interview with Ann Osbourne
Me at home, in a relaxed environment in a state of contentment and gratitude. SP: Thank you for making the time to talk to me this afternoon. It would be great if you could tell us a bit more about your background in equality work. AO: I got involved with equality work through my last Chambers (the offices where barristers work). We worked on opening access to the Bar through mentoring, young people probably from around 15 or 16 years old to encourage them to start thinking about careers at the Bar (i.e. becoming a Barrister) and wider careers in law with the idea that we would mentor them through A levels and university - a commitment of five years. I thought that the scheme would be an important thing to do because of my own experiences at that age group of being told what you can and can't do. I wanted to circumvent that message and say you can choose not to accept that. All the students came from inner city schools in the most deprived areas of London, were on free school meals and they would be the first in their family to go to university. I ended up mentoring a very bright young woman, who was 15 years old when I first met her. It was a pleasure seeing her development from that 15-year-old through to the confident accomplished young woman she became at 23 years old starting her first graduate job. This was a young person who had not thought of going to university until she was accepted into the scheme, let alone thinking of Oxbridge. She ended up going to Cambridge. That was a world away from anything she'd even considered. SP: Reflecting on your own experience, did you have an easy access through education? AO: My early education was without difficulty but when I was in high school, I remember being told that I was overly ambitious. It was the first time that I had odd experience in education. I thought, overly ambitious - isn't that what a 13- or 14-year-old should be? SP: What was it you wanted to do that that made them say that? AO: I said I wanted to be a Barrister. I knew that I wanted to be a barrister at age 7. When I said that I wanted to be a barrister, I suppose that that teacher said ‘you're overly ambitious’ because in her mind, I didn't seem to set the world alight. She had their own narrative about my intellect and where I should be, and in that narrative, it wasn't here. I told my parents and they said, you ‘don't let other people tell you what you can and can't do - you define yourself.’ My second and perhaps most difficult experience arose at the end of my second year of my A levels, when the head of 6th called me into her office and she said, ‘People like you don't go to University of London Colleges- how dare the likes of you apply’. She wanted me to write a withdrawal letter to UCAS, I refused. She then said ‘Well, it doesn't matter if you don't withdraw it, because with the recommended grades I've put down for you, you will never get in.’ She opened her desk drawer, pulled out a piece of paper and slung it across the desk at me and where I had been predicted a grade B, she had written D. I walked away from that in tears, and I thought ‘Well that's her opinion. I'm going to keep pressing on’. I remember her saying ‘You can't do it. People like you don't become Barristers, and even if you manage to get through, it will take you years.’ I replied, ‘People like me do become Barristers, because my father is one and he also happens to have the same skin colour that I do, so I know that people like me do make it.’ I knew that both he and his friends were examples of people like me doing it. That experience left me with a sense that if my parents hadn't told me I could make it, and if I didn't keep hearing that message at home, I would have stopped it in my tracks. How many other young people are told ‘no’ at school? ‘no’ at home and ‘no’ when they step out into the wider world? I had to develop this blind, almost crazy self-belief of I'll get there, it doesn't matter what you say, I'll get there. So that is the reason for my commitment to mentoring these young people. If you can't see it, how do you do it? Seeing someone like me walking into that school and saying ‘Well, here I am’ it helps to challenge those assumptions. Some minority children, who they may not immediately scream ‘genius’ but given the right tools and right opportunity, suddenly they blossom and given a bit of direction can achieve amazing things. They're not even given that opportunity. So, all those things force me to continue that process of mentoring, young women coming through the legal professional, mentoring Black female students. Going into schools so they can see we exist, we are here, and we are here in increasing number. SP: You've talked about your home life as a significant influence. Who else would you identify as inspirational figure? Who else has inspired you to think there is no ceiling to my abilities. AO: I've had two amazing parents. So, my mother who as a young woman was an incredibly feisty character – ‘Don't tell her no;’ she was not going to be dissuaded from doing the things that she set her mind to, and she did not have the benefit of a continuous education. She grew up in a fee-paying system during colonialism and she to wait and to go to secondary school after her older sister. She always wanted to get a degree but selflessly she supported first her husband and then her children with their education and careers taking the back seat. And amongst all of that, the constant refrain from her was ‘don't let other people tell you no, don't let other people tell you that you can't do it.’ And she would only get cross if she thought you let someone else tell you what you could do. She did get her degree and became a lay reader, the first woman to be made a lay reader and was subsequently ordained as a Deacon at the cathedral church in Antigua and then at 65 to be priested (i.e. ordained as a Priest) in the Church of England. That wasn't her plan, but the opportunity came, and she took it. I have great admiration for her. So, I try to say ‘yes’ to things because you never know where it can lead. Those are my key role models. SP: Your mother clearly achieved several academic and professional goals and the thing that seems to be the persistent thread is this idea of integrity, endeavour, and idea of excellence. How have those ideas affected your value set? AO: For me, when I put myself in the position of doing something I either don't do it because I know I can't do it (and I'll have the humility to say I can't) or I put my soul into it because I think part of the integrity is knowing a what your limits are, but also recognising if someone has entrusted you to do something, do it to the very best of your ability. SP: So how did effectiveness integrity impact on you? AO: While it created a certain fuel to keep striving forward it gave me a larger sense of imposter syndrome and when I finally got to that point, I wondered ‘Do I really belong here? Could I really do those things? Am I a bit deluded?.’ That can be so crippling, and I had to pull back to that point of the girl with that blind self-belief. I needed to be that person again. So, the challenge now is, how far can I go? Because I know that there are others who come behind me and they need to believe they can do it too. SP: Thank you for taking the time to talk to me today and to share your thoughts and insights. I am sure we will be in touch again. -
'Let's Play' event held at BGU
The Special Educational Needs, Disability and Inclusion (SENDI) team at Bishop Grosseteste University (BGU) is delighted to have welcomed Neil Stuart from Autism New Zealand, who joined us for the day to share the Let’s Play approach. This adult-change programme enables parents and early years practitioners to offer joyous and quality experiences of play from the child’s own patterns, making it possible for young children with autism to enjoy playing with their parents and carers without uncertainty or fear.'Fantastic and engaging presentation. Thoroughly enjoyed listening & hopefully putting some strategies into practice.' Bev Clark (Parent/ PAACT) Over a hundred attendees from across Lincolnshire and surrounding counties gathered on Thursday 20th June at BGU, to join in this one-off opportunity to learn more about New Zealand’s national early steps programme. The mixed audience of parents, practitioners, students, academics, and other professionals had opportunities to gain new understanding and reflect on their own approaches, learning to relate and connect through playfulness in ways meaningful for the child. The day’s free training was highly entertaining and drew on ingenious metaphors to raise empathy and to demonstrate the importance of change in the adult rather than the child. Complete with evidence base, video coaching and the simplicity of ‘pattern, memory, variation’, this approach got everybody thinking.'This is the second time I have visited Bishop Grosseteste University to see Neil and he has not disappointed on either occasion. His character, passion and knowledge about the subject of play, in particular engaging autistic children in play, is captivating. I would thoroughly recommend. Each time I left feeling a renewed energy to pass on the little gems of wisdom we learned to the team back in our setting.' Anna Thorpe (Abbey Academies)'Inspirational – affirms the way we work when supporting autistic children and their families to build connections and meaningful relationships; the principles, ethos and beliefs.' Adele Sherrif (WTT) From the feedback, it was widely agreed this innovative approach had been insightful and inspiring, providing everything needed to implement the new thinking and to change practice. A huge thank you to Neil who enabled us to share this humanist approach as a free event.'Brilliant training leaving a lot to think about and move forward with.' Ellie Newton (WTT) This SENDI team event contributes to a series of international collaborations of knowledge exchange, enhancing understanding through international perspectives. If you are interested in receiving information about future SENDI events or to discuss courses at BGU, please contact admissions@bishopg.ac.uk or julia.lindley-baker@bishopg.ac.uk (Programme Leader, SENDI). -
Students graduate in exciting Early Childhood degree pathway
In September 2021, Bishop Grosseteste University (BGU) introduced students to the opportunity to work towards sector endorsed graduate practitioner competencies alongside the BGU BA (Hons) Early Childhood Studies programme. The ECGPC (Early Childhood Graduate Practitioner Competencies) pathway seeks to strengthen the link between placement and theory, developing a graduate led workforce across the ECEC sector. It includes 80 days of placement in a variety of settings, an additional portfolio, and a very special end point assessment where they showcase all they have learned. This is therefore the first year of completion. This route, along with our traditional BA (Hons) Early Childhood Studies, is full and relevant, meaning they are ready and qualified to work within the Early Childhood sector. BGU students Marina Quaresma and Katy Evans graduated from the University on Thursday 24th July 2024 with a qualification in BA (Hons) Early Childhood Studies (Graduate Practitioner). Prior to graduation they both completed their End Point Assessment for their chosen routes, demonstrating the skills they have learned across their extensive placement. Both of them are BGU's very first students to graduate with the ECGPC! The GPC route really benefits practical skills such as planning activities and observing children. Placement offers the opportunity to see the theory in practice and allows you to build relationships with local settings. The E-diary also benefits your reflective skills and allows you to look back on what you have learnt. My favourite part was watching the children flourish under my care and the relationships I made along the way. Katy Evans The Early Childhood Graduate Practitioner Competencies aim to: 1. Remove the confusion in the sector about how ECS Degrees are aligned to practice requirements in the four nations of the UK. 2. Address the inherent challenges of different types of Early Childhood degrees and study pathways, enabling the wider workforce to be clear about individual early career graduates’ expected level of knowledge, skills and actual experience in practice. 3. Acknowledge the different pathways that lead learners to undertake the degrees, enhance their practice experience and enhance employability skills. 4. Ensure that Higher Education academic routes are responsive to the changing needs and training routes in early years practice, education and the wider Children’s Services workforce. 5. Make a significant contribution to strengthening a graduate-led Early Childhood workforce that is responsive to workforce needs and improves outcomes for children. 6. Afford students with placement opportunities to critically apply theory to practice in a range of Early Childhood settings and/or schools, social care and health settings. This will enable students to develop graduate skills in the application of the inter-disciplinary Early Childhood knowledge base to reflective practice. 7. Provide new opportunities for graduates who want to strengthen their practice in Early Childhood and/or progress to post-graduate academic programmes or professional training, including Early Years Teacher (0-5), Teacher (3-11), Social Work and health professions. ECSDN. (2020). Early Childhood Graduate Practitioner Competencies -
Dr Duncan Mercieca
Dr Duncan Mercieca lectures in Special Educational Needs, Disability and Inclusion at BGU. His research draws upon post-structural philosophers to think through educational issues, in particular, those related to diversity and otherness; inclusion and disability; and critiquing education research and its methods. Duncan also works in a special school in Scotland. -
Model United Nations (MUN) event hosted at BGU campus!
Teams of students each represented countries across North, Central and South America. -
BGU Initial Teacher Education (ITE) students earn nationally recognised Primary Science Enhancement Award (PSEA)
The PSEA scheme enables student teachers to increase their experience and understanding of teaching and learning in primary science. -
Student and Lincolnshire binman self-publishes first book detailing newfound purpose despite difficult beginnings
Ivan Goslett, Theology, Philosophy and Ethics student at BGU, has self-published his own book. -
Honorary Professor at BGU publishes memoir detailing life as archaeologist
A new memoir published by Dr Mick Jones entitled ‘Digging Lincoln’, documents his life working as an archaeologist, primarily within the city of Lincoln. -
Education
Our MA Education offers a flexible programme suitable for both early career educators and experienced practitioners. Available in three study modes—full-time (1 year), part-time blended (2 years), and part-time online (2 years)—this master's degree allows you to examine educational issues that matter to you professionally. You'll build advanced knowledge to develop your expertise and enhance your practice through academic study combined with practical application. By completing this programme, you'll gain critical understanding of educational theory and practice, strengthen your skills in your chosen areas, and boost your career prospects. The programme is designed to meet the needs of educators from various sectors including primary, secondary, further and higher education, private providers, and non-profit organisations.
Explore BGU
Browse our wide range of degree courses and find the perfect one for you.
Open days are the best way to find out what BGU has to offer.
Download your copy of our prospectus to find out more about life at BGU.