This study explored the extent to which a flipped-classroom approach using digital resources would impact on learner engagement and progression in Functional Skills English.
This study explored the extent to which remote learning impacted on the development of learners in Further Education.
This study explored the lived experience of the move to teaching and learning online through the global pandemic and lockdown.
This study explored why - despite knowledge being readily available online - educators were experiencing a lack of 'social presence' with disengaged students not feeling part of the teaching and learning process.
This paper explored the apparent contradiction between a focus on assessment criteria - potentially killing creativity - when creative writing forms a large part of the GCSE English exam content.
This study considered how much modelling could support ‘effective pedagogical practice’ in a post-lockdown context.
This research considers why 'learning intentions' are frequently shared and displayed, but not utilised, resulting in teachers and learners failing to see their value.
This resource takes the form of a digital story created in PowerPoint in which learners are exposed to a form of simulated coercion by someone with extremist views. As they move through the game at their own pace, they are faced with a series of scenarios and get to choose how they respond. Teacher guidance notes are provided. The resource was created by Natspec and Homefield College,
A doctoral thesis that explores the potential benefits and challenges of employing an adaptive comparative judgement (ACJ) approach in comparison with the summative assessment of GCSE English students’ creative writing in the FAVE (Further, Adult and Vocational Education) sector.
A doctoral thesis investigating strategies that can help ESOL learners develop the ability to self-direct their learning of English outside of the classroom.
