‘An incredible experience’.
That’s how our School of Animal Care and Land Management students have summed up an adventure-packed Turing Scheme placement with Tuli Wilderness, in Botswana.
Ten Level 3 students, plus two members of staff, got to put their training into practice during the trip – by tracking and observing wild animals in their natural habitat.
The visit included night-time safaris, trips out to see ancient cave paintings, a litter pick along a dried-up riverbed and even a fun session teaching local children the Hokey Cokey.
Student Scarlett Hartshorne said: “This has been an experience I will remember for the rest of my life!
“On one of the days, we hiked up Eagle Point and studied Bushmen paintings, and the guides taught us about how they lived.”
For Keavie Kelliher, the trip exceeded her expectations. She said: “It was my dream to be able to do something like this.
“It has been an incredible experience that has prepared me for a future career in conservation.”
For many of the students, the wildlife they encountered and observed, which included a pack of lions, was the highlight.
Damien Brown said: “We took part in a night game drive so we could observe some of the nocturnal animals and develop our night-time tracking skills.”
Kayleigh Bentley said: “It was really interesting to see animals in their natural habitat; watching the lionesses make their kill and observing how long it takes for them to eat the animal.”
Charlie Farr, meanwhile, was fascinated by contrast in the behaviour of the animals in the wild compared to those he has watched in British zoos.
Tia Battle-Lewis really valued experiencing a new culture within the context of animal conservation. She said: “One of the aspects I enjoyed the most was visiting the village and learning how the differences in money and funding can impact the way the children learn in the school.”
Maison Worral echoed those sentiments: “I loved seeing all the wildlife, experiencing the culture and learning all about the locals’ lifestyle.
“Participating in this project has inspired me to seek further social impact opportunities.”
Lucy Turnell, who was one of the accompanying staff, added: “It has been lovely to watch the group experience a wildlife safari, which is a dream for most animal care students.
“They got to use knowledge from their course in a real, wild situation.”
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Some of our Digital and IT students have taken part in everything from robotics coding to podcasting during an unforgettable trip to New Zealand.
Three lucky Level 3 learners – Chris Botty, Coburn Staniland and Tashinga Rushwaya – enjoyed the activities-packed two week stay in Auckland, funded by the Turing Scheme, earlier this year.
Teaming up with Manurewa High School, the trio participated in P-TECH (Pathways in Technology) classes, where they learned more about laser cutting and 3D printing.
They also visited two of the country’s prominent podcasting studios, Podlab and Campfire Studios, to look around their facilities, find out more about the process and talk to the production teams.
Chris enjoyed laser cutting his own name during his sessions at the high school, and also relished his time at Campfire Studios. He said: “At Campfire we were greeted by the people who do the podcast and went to one of the podcast rooms to interview each other.
“I asked different questions, like: what do you want to do in the future? It was an interesting experience and it helped improve my confidence and communication skills.”
Tashinga said: “We learned the fundamentals of podcasting, including techniques to keep a conversation engaging.
“This session was more independent, allowing us to explore topics of our choice; I chose to speak about German cars and their limited presence in New Zealand.”
The students further increased their knowledge of podcasting during their visit to Podlab, where they inspected its state-of-the-art studios and talked to the professionals who help creators make their shows.
Programming and robots were the order of the day, meanwhile, when they attended the P-TECH launch at Ara Auckland Airport Jobs and Skills Hub.
Tashinga said: “During the event we explored robotics programming; learning how to code robots so they can follow specific commands and execute tasks at the right time.”
The students also had time to look around New Zealand’s dramatic landscapes and discover more about its history and traditions.
Coburn, reflecting on how the trip had given them all a fresh perspective, said: “During my placement in New Zealand I was able to explore different opportunities for my future and see how the opportunities over there vary from the ones in the UK.
“I was also able to explore the beautiful country and its amazing culture. Truly a once in a lifetime experience.”
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Nine Sports students from Leeds City College have returned from a life-changing coaching placement in Port Elizabeth, South Africa – and they’ve come back transformed.
In partnership with Gap Africa Projects and United Through Sports, the Level 3 learners delivered inclusive, high-energy coaching sessions to young people across local schools. From football to netball, the students got stuck in – often using minimal equipment – and left a lasting impact during their 15 day trip.
For many of those taking part the experience, made possible thanks to funding from the Turing Scheme, was transformative.
Student Ross Cameron shared how the trip had influenced his future goals. He said: “Participating in this project with Gap Africa has inspired me to pursue a career in coaching, whether that be for children or adults. Either way, I want to coach those who need help the most.”
Each day brought new challenges and opportunities for learning, with students taking the lead in planning and delivering sessions. Emily Cassidy, a staff member who accompanied the group, praised their adaptability and creativity.
She said: “Leeds City College students led a netball session which was creative and inclusive for all. Our students did this with minimal equipment and ensured it was engaging, focusing on skill building, teamwork and fun.
“They adapted their coaching to suit the large number of participants and range of ability levels.”
Beyond the physical coaching, students worked to build connections with the children and make a lasting impression.
Student Thomas Armitage said: “I enjoyed going around the different schools and meeting all the children. I tried my best to make an impact on their lives despite only being there for a short amount of time. My main strength was trying to think of fun drills that would improve the children’s abilities.”
The placement didn’t just strengthen the students’ coaching ability – it helped them grow personally and professionally. Ruby Oxtoby noted a boost in her skills and self-belief.
She said: “My communication skills have gotten better and my confidence in coaching has grown because of this placement. The staff involved pushed me to do the best I could. After college, I will probably still go to university but after that I may look into doing something similar so I can relive this experience.”
Through self-assessment, the students identified leadership, communication, and creative thinking as the top skills they developed during the trip – qualities that will serve them well in both their academic and professional journeys.
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