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.
In this Education and Training Foundation National Technical Programme outstanding teaching, learning and assessment (OTLA) project Blackburn, Bolton, and Nelson and Colne colleges trialled an approach to employer engagement to boost the skills of digital teachers and align technical qualifications with the Post-16 Skills Plan and T-levels. The project supported teachers to bring real-world learning into the classroom; deliver an employer-led curri
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.
Taking a proactive and creative approach that aimed to unlock potential and transform prisoners' lives, this national technical outstanding teaching, learning and assessment (OTLA) project by Weston College Prison Education Service sought to carve a pathway from entry into prison to entry into an apprenticeship on release from prison. The project focused on the hospitality and catering vocational sector.
A case study, along with research resources, exploring a project that aimed to bring together training providers and employers to revisit the current construction curriculum and develop it further to meet the specific skills needs and gaps of local employers.
This apprenticeship mindset module is intended to be delivered in the induction phase of the learner journey to provide the theory and tools for apprentices to develop the right mindset which supports their study and role throughout their apprenticeship.
In the folder you will find a zip file containing resources on the Apprenticeship Mind-set: Personal brand and personal identity SCORM files (to allow you to use the eLearning modules in your own organisation. It wil need to be uploaded to an LMS eg Moodle) and a Word document workbook
This apprenticeship mindset module is intended to be delivered in the induction phrase of the learner journey to provide the theory and tools for apprentices to develop the right mindset which supports their study and role throughout their apprenticeship.
In the folder you will find a zip file the Apprenticeship Mind-Set: Study Skills SCORM files (to allow you to use the eLearning modules in your own organisation. It wil needvto be uploaded to an LMS eg Moodle) and a Word document workbook
This apprenticeship mindset module is intended to be delivered in the induction phrase of the learner journey to provide the theory and tools for apprentices to develop the right mindset which supports their study and role throughout their apprenticeship.
In the folder you will find a zip file the Apprenticeship Mind-Set: Study Skills SCORM files (to allow you to use the eLearning modules in your own organisation. It wil needvto be uploaded to an LMS eg Moodle) and a Word document workbook
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).
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.
