Lewisham College won a Double Gold Award for having over 400 students participate in the Reading Ahead Challenge, the highest number of participants in the country. This annual challenge requires participants to read six times of their choice and write a short piece about what was interesting in the book.
To help encourage students, to read during the lockdown the Learning Centre supported participants by setting up reading groups and adding new material to the student portal allowing students to discuss the material and talk toteachers about their progress.
Student, Robert Ismael Huerta Velez,said:“Since taking part in this challenge I feel more confident in my English skills which is really helping my progress at Lewisham College. Taking part in the Reading Ahead Challenge introduced me to a new hobby and given me vital skills that will help me to find a job after my qualifications.”
Participants attended a virtual celebration to commemorate their achievements with the College’s Vice Principal, Head of Student Services, and the Learning Centre team, where they gave presentations on their reading material and received a certificate of achievement.
Asfa Sohail, Principal at Lewisham College, said: “We are immensely proud of this incredible achievement and of the students that have taken part in the challenge. The encouragement and support provided during the lockdown has been pivotal to the success of our students and it is wonderful to see the progress and life-long skills they have gained from this experience.”
Student, Leslie Rodriguez Ogando, commented: “I loved taking part in this challenge and I am incredibly grateful for all the support and encouragement I received from my teachers and the staff in the Learning Centre. I am proud of the progress I made, and I would encourage every student to take part!”
Created by the Reading Agency, the Reading Ahead Challenge aims to encourage and support reading at all ages to help people improve their reading and writing skills, increase their confidence and change their perception of reading.