Busy on the Bus in Solihull
etf:3378
The aim of this project was to enable GCSE Maths resit students to engage successfully in online learning between their lessons by replacing 'homework' with 'preparation'.
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Practitioner research
Maths Stories
etf:3377
This project aimed to improve support for GCSE Maths resit learners by exploring historical barriers to parental involvement and student progress.
Using Online Assessments and Activities to Foster Independent Learning and Improve Teaching
etf:3376
A whole department approach exploring the impact of online assessment on the planning and delivery of Maths, and learner response to tasks.
Workbooks Designed Especially for Women Prisoners Enable Learners to Become More Independent
etf:3375
Four prisons collaborated to produce adaptable blended-learning workbooks to enable women prisoners to work independently on their Maths skills during lockdown.
Embedding Maths
etf:3374
This project supported learning coaches and learners in identifying where Maths naturally occurred in the workplace and in understanding its relevance.
Raising Learner Participation
etf:3373
This project used learner-led outdoor and project-based activities to develop learner ownership and target setting in Maths and Engish.
Using Online Delivery to Support Learning and Engagement in Maths
etf:3372
This project explored the relationship between learner misconceptions and 'Maths anxiety' in a remote learning environment.
Using Technology to Motivate and Engage GCSE Maths Learners
etf:3371
This project sought to adapt the use of technology to improve both GCSE Maths staff and learners' capability and willingness to use a range of digital tools and applications.
A Flipped Approach to Engaging, Supporting and Building Confidence
etf:3370
This project investigated whether a more nuanced approach to weekly digital diagnostic assessments for GCSE Mathematics Resit classes would improve learner motivation and confidence.
Introducing Technology for Functional Skills Maths and English
etf:3369
This project developed a blended learning environment to give learners the confidence to risk being wrong, enabling deeper thinking and discussion.
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