Unlocking Potential in English
etf:3435
Supporting learners to re-engage with their core literacy skills.
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Curriculum delivery
Developing High Level Vocabulary
etf:3432
Extending learners' vocabulary to enable them to achieve in both English and thier main subject area.
Target setting to improve learning
etf:3430
Working with students to set meaningful learning targets to increase independent learning.
Developing reading for pleasure
etf:3429
This project sought to address the negative feelings that some students have about reading.
Developing reading in 16-18 year olds
etf:3428
Exploring attitures to reading and reading ability amongst technology learners.
Supported Employment Pathway Plan Checklist
etf:3426
A Supported Employment Pathway is an inclusive approach and transition into meaningful paid work for learners with additional needs.
You should refer to the Supported Employment Framework Model which is a separate document to guide you through a five-stage approach of a supported employment programme.
Supported Employment Framework Model
etf:3425
All learners should have a pathway plan from the earliest of years to assist them with their career aspiration. To find the most suitable job takes time in building confidence and skills to access the job market. Through proven track record this framework will assist you to model a successful supported employment programme/offer.
Some learners require additional support to achieve this, and this framework has been designed to enable the delivery of high-quality supported employment. It follows a 5-stage model to provide sustainable employment for learners with additional needs
Developing Resilience through Prose Writing
etf:3422
This project aimed to consciously develop student resilience through the presentation and writing of prose in the GCSE English curriculum.
Arresting the digital tundra a study in adult digital skills evolution
etf:3418
Supporting adult learners returning to education to study EDS.
Thinking Folk
etf:3417
This project introduced Socratic dialogues as a pedagogical construct for ESOL tutors to use to develop their critical thinking skills by drawing on the lived experiences of BAME learners.
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