Beyond Individual Learning Plans - exploring goal setting with adult learners
etf:3382
A doctoral thesis investigating strategies that can help ESOL learners develop the ability to self-direct their learning of English outside of the classroom.
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Individual learning plans
New to ESOL Screening Reading and Writing Texts
etf:3082
The reading and writing tasks are to be used with the screening questions, record sheet and screening guidance.
New to ESOL Screening Interview Questions
etf:3075
The screening interview questions include descriptions of the type of language and literacy expected at each level, and examples of typical responses. Responses to the questions can be recorded on the accompanying record sheet.
New to ESOL Screening Guidance
etf:3067
The screening package is a set of resources designed to help identify learners who may be new to ESOL as opposed to those who might join an Entry 1 ESOL class. This screening pack has been developed primarily for non-ESOL specialists. The guidance provides an overview of how to use the screening tool and some general information about the characteristics of learners who are new to ESOL.
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.
Assessment and tracking progress — North Tyneside Council Adult Learning Alliance
etf:3000
This outstanding, teaching, learning, and assessment (OTLA 3) project in 2017/18, was led by North Tyneside Council Adult Learning Alliance (NTCALA). The aim was to identify and develop assessment for learning methodologies to promote learners’ self-belief and their capacity to be successful in mandated Department for Work and Pensions programmes. The project focused on assessing and tracking the communication skills of learners on two employability programmes.
Pathway to outstanding — Blackpool Adult Community Learning
etf:2978
A case study of a project that aimed to improve the quality of teaching learning and assessment (TLA) to improve target setting for learners and strengthen the focus on maths and correcting English grammatical errors.
Online Module Maths and English Assessment and Tracking
etf:2969
Getting assessment right is critical at all stages of the learning journey. These guidelines for assessment and tracking in maths and English were co-created with the sector. They set out clear expectations of effective practice in assessment for learning, providing a framework for organisations as well as individual teachers and trainers.
In order to access this course you will need to set up a free account with Foundation Online Learning.
Functional Skills Reform Factsheet
etf:2946
English and mathematics Functional Skills qualifications are both respected and well-known. They help students to gain important real world skills for the future. Starting in September 2019, the current qualifications will be replaced by reformed Functional Skills qualifications to make them even more relevant and credible for the world of work. The content of the reformed qualifications is more specific and detailed than before. It will be easier to compare Functional Skills with other qualifications.
Engaging Learners with Assistive Technology to improve outcomes
etf:2851
As part of the Improving Study Programmes for Learners with SEND, four colleges: Beaumont, Activate, Henshaw's and Langdon ran a progroject that focused on assistive technology. This zipped file contents the resource outputs from that project. Included is an introduction to their project, four case studies (one from each college), a map outlining the assistive technology assessment process and an IT access assessment proforma.
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