Developing High Level Vocabulary
etf:3432
Extending learners' vocabulary to enable them to achieve in both English and thier main subject area.
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14-19
Freewriting: a Key to Unlocking Our GCSE English Resit Learners
etf:3421
Encouraging creative writing skills through 'free writing'.
Enhancing two-way feedback
etf:3412
This project aimed to investigate how to enable better two-way feedback with learners, drawing on digital tools that could be used in both remote and face-to-face teaching.
Thinking Aloud
etf:3411
This project focused on how to promote a culture of inclusivity by supporting practitioners in learning more about neurodiversity with a view to generating a resource that would enhance learners’ reading skills.
The Weekly Read
etf:3410
This project was designed to encourage learners to read a wider range of non-fiction texts outside of the classroom and to view English not so much as a barrier, but as a gateway to vocational achievement.
Unlock the secret ingredient
etf:3289
An ETF/sunCETT (2018-19) MA Short Course research report and poster exploring the embedding of vocational Maths.
Exploring Delivery in Apprenticeship Standards
etf:3087
This toolkit consists of 10 project summaries, case studies and resources, exploring the implementation of the Apprenticeship Standards.
Meaningful maths and English — Activate Learning
etf:3032
A project aimed using research evidence and employer collaboration to improve student success rates in GCSE maths and English resits and reduce the risk of learnerspeople not being in education, employment or training (NEET).
Breaking the cycle: making a fresh start — Newcastle College
etf:3021
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.
Assessment and tracking progress — Kendal College and HMP Haverigg
etf:3020
In their Outstanding Teaching, Learning, and Assessment (OTLA 3) project in 2017/18 Kendal College and HMP Haverigg built on a previous Education and Training Foundation (ETF) project piloting the 'Effective Practice Guidelines' (EPGs) for assessment and tracking. They tested EPG-recommended approaches, such as ‘limiting assessment to what is necessary’ and ‘assessing for self-belief and motivation’. They focused on GCSE maths progress (or lack of it) at a microscopic level to enable learners to recognise, record and ‘own’ their progress.
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