Supporting second language learners in vocational courses
etf:3442
Bringing together vocational and ESOL tutors together to collaborate on embedding language learning in vocational programmes.
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Curriculum - Subject/vocational content
Introducing participatory ESOL approaches into volunteer-led, informal ESOL settings
etf:3437
Using participatory approaches in community based English coversation groups.
Will Words Work?
etf:3401
This study explored whether expanding the vocabulary of vocational GCSE English resit learners would improve their grades.
Anthology of Practitioner Action Research Reports (2020-21)
etf:3381
An anthology of action research accounts, containing 53 chapters written by practitioners from post-16 education settings across England, along with think-pieces from members of the OTLA programme team.
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.
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 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.
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.
Investigating Strategies to help Learners solve Functional Skills Maths Questions
etf:3364
The aim of the project was to gain an insight into how Functional Skills Maths learners perceive questions, in order to overcome the real barriers to achievement.
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