Teachers working in different contexts will teach T Levels. This guide is for further education (FE) teachers and provides an introduction to the FE sector. It is not comprehensive but is intended to give you a brief overview of the sector in which you are working.
The Education and Training Foundation (ETF) recognises that Assessment for Learning (AfL) is an intrinsic part of the learning process as detailed in the Assessment for Learning: Effective Practice Guidelines1 which were co-created with the sector. This guide builds on these guidelines and is primarily written for teaching staff. It can be used as a reflection tool to develop your practice in AfL approaches and contains practical activities to adapt and use with your learners. It contains practical ideas to help you introduce more effective assessment techniques into your teaching.
Ensuring learners with SEND are supported by education and training providers is a sign of an inclusive approach to improving their opportunities - in education, in employment and in leading meaningful lives. The information in this brochure shows the support available from the Education and Training Foundation for leaders, managers and practitioners in the Further Education and Training sector.
This section contains a set of templates that are referenced in the teaching materials. These materials are reproduced here so they can be used independently of the teaching and learning materials.
The teaching materials are made up of five topics, each divided into four units. This document contains all of the materials for all five topics, which can be delivered in any order. The topics are typical for learners at this level, reflecting priority needs and, as far as possible, universally engaging subject matter relating to learners’ lives, experiences, opinions and plans. Each unit is accompanied by a set of instructions with ideas for the teacher/practitioner on how to use, adapt and supplement them.
All of the materials developed for this project are intended to support practitioners (teachers, classroom assistants, volunteers and others) working with ESOL learners who are new to ESOL and new to literacy. The guidance document introduces the suite of resources and includes a series of top tips, a summary of key knowledge and skills, and a bibliography of useful resources for all those working with learners who are new to ESOL.
The reading and writing tasks are to be used with the screening questions, record sheet and screening guidance.
Topic 5 entitled 'What's important to me' contains four units: (i) My culture and heritage, (ii) Opinions, (iii) Keepng in touch and (iv) What next? Each unit contains a series of learning activities and resources to support practitioners to deliver the topic to new to ESOL learners.
Topic 4 entitled 'My time' contains four units: (i) Socialising, (ii) My interests, (iii) Work and (iv) My community. This file contains Unit (i) Socialising, only. Each unit contains a series of learning activities and resources to support practitioners to deliver the topic to new to ESOL learners.
Topic 3 entitled 'Language and other skills' contains four units: (i) My languages, (ii) My skills, (iii) Making a hot drink and (iv) Skills exhibition. Each unit contains a series of learning activities and resources to support practitioners to deliver the topic to new to ESOL learners.
