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Inspection

    Empowering teaching and learning communities to promote equality and celebrate diversity

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    Building on existing policies and procedures they used a combination of approaches, which included opportunities for groups of staff to openly discuss the challenges and opportunities which the general subject of E and D presented. This encouraged them to develop a bank of locally tested and validated resources and reworked ideas for E and D teaching alongside attendance at relevant community events such as College Pride. Learners contributed by exploring how E and D in teaching, learning, and assessment might better reflect their concerns, experiences and gaps in knowledge.

    Step change in assessment—Bury and Bolton colleges

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    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

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    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.

    Changing mindsets in formative assessment — Preston’s College

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    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

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    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.

    Online Module Maths and English Assessment and Tracking

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    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. 

    Organisational Resilience toolkit

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    Description: Based on an organisational resilience tool developed for the Australian Government, as part of the Strategic Leadership Programme, it was adapted to use with a college, and BASVIC trialled it as part of a management away day. This report shows  the outcomes of the evaluation and identifies how useful the tool was in identifying actions.

    Hearing impairment resource guide

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    This reference guide aims to provide teachers and trainers in the FE sector with an understanding of the potential impact of hearing impairment on learning and how to better support learners to achieve their full potential. It explores the signs, symptoms, behaviours and provides top tips for adapting communication, teaching strategies and environment to enable learners to thrive. 

    The guide also signposts to a wide range of resources and CPD training to help staff to increase their knowledge and confidence to embed skills effectively into the support they provide.

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