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Diversity, equal opportunity differentiation

    Step change in assessment—Bury and Bolton colleges

    etf:2995

    The focus of Bury and Bolton colleges' outstanding teaching, learning, and assessment (OTLA 2) project in 2016/17 was to see if they could use their virtual learning environments (VLEs) to improve assessment outcomes. They created differentiated tasks to support students to learn at their own pace and get immediate feedback via the VLE. Pre- and post- testing found students' achievement increased by an average of 13.5%. This took course achievement to 10% above national benchmarks.

    Skills for future jobs – supporting learner progression - Petroc College

    etf:2991

    This Outstanding Teaching, Learning and Assessment project (OTLA), from 2016 - 2017, was a partnership between Petroc College of Further and Higher Education and Plymouth College of Art. It focused on raising teachers’ and learners’ awareness of Labour Market Intelligence (LMI) and its role in identifying skills gaps. It also explored mindfulness as a way of developing soft skills. Outputs included employability resources and a positive introduction to mindfulness for staff and students.

    Implementing mobile learning to support functional reading skills - Open Doors

    etf:2990

    This Outstanding Teaching, Learning and Assessment project (OTLA), from 2016 – 2017, was a partnership between Open Doors International Language School (ODILS) and Cornwall Council Adult Learning service. It explored the implementation of mobile learning strategies using smartphones to support the functional reading skills of learners at Levels 1 and 2. The project produced an app, developed courses and materials based around exam areas, and set up a ‘sandpit’ area to enable teachers to experiment. An associated information leaflet contains a link to five tutorial and instructional videos.

    Improving TLA to increase attendance in education and work — Novus

    etf:2988

    The project was based at Her Majesty’s Prison and Young Offenders Institution Doncaster. It was led by Novus working with partners including Nacro, Catch22 and other prisons. This Outstanding Teaching, Learning, and Assessment (OTLA) project from 2016/17, aimed to improve the quality of teaching, learning, and assessment by addressing poor attendance in education and work sessions in offender learning. The work included raising awareness of the importance of education to prisoners and staff, and embedding maths and English in vocational contexts.

    Collaborative development of TLA practice in maths and English - Lakes College

    etf:2984

    The project was delivered in partnership with Kendal College, Furness College and Carlisle College as part of the Outstanding, Teaching, Learning, and Assessment (OTLA) programme in 2016 - 2017. It aimed to improve practice in the teaching, learning, and assessment of maths and English. The impact of the learner voice was strong and the focus was on improving the utilisation of information about learner starting points and how this is used to inform TLA practice and progress monitoring.

    Changing mindsets in formative assessment — Preston’s College

    etf:2981

    This Outstanding Teaching, Learning and Assessment (OTLA) project delivered in 2016 - 2017, was a collaboration between Preston’s College, Myerscough College, North Lancashire Training Group and the Lancashire Work-based Learning (WBL) Executive Forum. It aimed to develop assessors’ competencies in embedding formative assessment in apprenticeship delivery. A survey to identify existing use of formative assessment was carried to inform the provision of support and training.

    Embedding ‘Prevent’ in teaching, learning and assessment - Humber Learning Consortium

    etf:2979

    This Outstanding, Teaching, Learning and Assessment (OTLA) project, delivered in 2016-2017, was a collaboration with seven partners: Active Humber, Foresight, Goodwin, Mencap, Preston Road Women’s Centre, In-House Training and the East Riding of Yorkshire Council. The aim was to improve how ‘Prevent/Fundamental British Values’ content and requirements were delivered to vulnerable, SEND (special educational needs and disability) and disadvantaged learners.

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