This reference guide aims to provide teachers and trainers in the FE sector with an understanding of the potential impact of dyslexia on learning and how to better support learners to achieve their full potential. It focuses on dyslexia and related conditions from a neurodiversity perspective, including how staff can make the most of an individual’s strengths and positive characteristics that may be associated with their neurodiverse condition.
Competition activity is a great way to raise aspirations, improve learners’ skills and employment prospects, strengthen learning programmes and introduce an element of excitement into the vocational curriculum. While competition activity is relatively well-established as a feature of the curriculum at higher levels, it is less commonly used with learners at Entry level and Level 1. However, providers who have been exploring the use of competition with learners with SEND report that it is just as beneficial for their learners – and easy to implement.
A summary report and in-depth case studies illustrating how FE providers use advanced practitioner-type roles to improve teaching, learning and assessment (TLA).
Learning support assistants (LSAs) are the most commonly used form of support in the FE sector – and the most expensive. That makes it especially important for providers to deploy LSAs efficiently and effectively, so that they have a positive impact on learner progress and independence. We have put together an in-house development activity to help you consider how to make the most of the LSAs in your setting. The activity has been designed to be facilitated by managers with SEND responsibilities and undertaken by teams of tutors and LSAs working together.
The aim of this infographic is to prompt and create open and frank discussion about increasing levels of staff engagement in study programmes. This will enable providers to reflect, review and gain a clearer understanding of their own team’s level of engagement.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners' (Feb 2018-). The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners' (Feb 2018-). The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners' (Feb 2018-). The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners'. The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This report assesses the attainment gap through the lens, first, of children and young people; and secondly, of schools, as well as early years and post16 settings. It highlights and summarises what we believe to be the key issues, and how our analysis of them informs our practical work with teachers and senior leaders.
