The objectives of the pilot were to identify, explore, develop and disseminate, through four practitioner-led collaborative projects, effective approaches to developing student-staff partnerships to enhance staff members’ digital capabilities.
This toolkit is offering a step-by-step guide to creating staff-student partnerships for use by providers and reflects the key findings from four pilots.
A toolkit for, and case study exploring, a project that placed teacher staff in industry work placements to accrue experience, then cascaded their experiences to colleagues, and ultimately endeavoured to improved students' learning experiences.
Abingdon and Witney College worked with industry/vocational experts to deliver outstanding teaching, learning, and assessment (OTLA) in programming for robotics and automation and simultaneously upskill college staff in an area of engineering critical to the future of the sector. Selecting a mandatory, externally assessed BTEC engineering unit which required programming expertise outside of that held by the college’s engineering and computing staff, the project paired an industry expert and a teacher to co-deliver the programming elements of the BTEC unit.
A project aiming to investigate why sharing effective practice was not being done well and why it didin't have any impact.
This Outstanding Teaching, Learning, and Assessment (OTLA 3) project, led by Newcastle College working with Community First North East, from 2017 to 2019, was initially designed to encourage collaboration and research among practitioners working in alternative education. It gave practitioners opportunities to explore the ingredients to create truly ‘alternative’ education programmes for young people not in education, employment or training. Early findings revealed the potential the alternative curriculum also had for improving most programmes targeting 16-19-year-olds.
This action research project, which trialled new exemplar Functional Skills maths and English activities, was part of the ETF Phase 3 Outstanding Teaching, Learning and Assessment programme in 2017/18. The aim was to investigate the newly created activities, to evaluate their effectiveness, and to identify training other teachers might need before using them. The project found that an experienced subject specialist teacher would be able to use the activities but an inexperienced teacher would struggle without guidance.
In this Outstanding Teaching, Learning, and Assessment project (OTLA 2) in 2016/17 West Lancashire College and Halton Borough Council (HBC) wanted to improve the quality of their teaching, learning and assessment (TLA) in response to Ofsted feedback. HBC also wanted to increase aspiration and motivation in some of their tutors. They used growth mindset techniques to create a cultural shift from which shared organisational objectives were set.
This Outstanding Teaching, Learning and Assessment (OTLA) project delivered in 2016 - 2017, was a collaboration between Preston’s College, Myerscough College, North Lancashire Training Group and the Lancashire Work-based Learning (WBL) Executive Forum. It aimed to develop assessors’ competencies in embedding formative assessment in apprenticeship delivery. A survey to identify existing use of formative assessment was carried to inform the provision of support and training.
The contents of this module reviews and extends participants’ personal reading, writing and speaking abilities. This zip folder contains all files (PDF, Word and Powerpoint format) for this module:Trainer pack, Participant pack and Powerpoint slides for this module.
