How to create a ‘fast track’ L2 FS English curriculum model, with positive impact on attendance and achievement rates
etf:3420
A 'fast track' method of delivery for the Level 2 Functional Skills curriculum.
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Summative assessment/exams
How can I be sure?: Revisiting Assessment Practices in GCSE English in the FAVE Sector
etf:3383
A doctoral thesis that explores the potential benefits and challenges of employing an adaptive comparative judgement (ACJ) approach in comparison with the summative assessment of GCSE English students’ creative writing in the FAVE (Further, Adult and Vocational Education) sector.
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.
Assessment for Learning
etf:3348
This project aimed to create a new online initial assessment (IA) tool that would more accurately meet the needs of reform Functional Skills Maths learners.
Assessment for Learning
etf:3346
This project explored a nationally significant issue in prison education: how to assess the English ability of ESOL learners.
Crimes against Art
etf:3298
An ETF/sunCETT (2018-19) MA Short Course research report exploring how to overcome Art students' resistance to written submissions.
Lost in Translation
etf:3286
An ETF/sunCETT (2018-19) MA Short Course research report and poster exploring feedback.
I get by with a little help from my friends
etf:3285
An ETF/sunCETT (2018-19) MA Short Course research report and poster exploring the impact of peer learning on GCSE Maths resit students
Avoiding the Acronym - The College of West Anglia
etf:3263
An OTLA project by The College of West Anglia that aimed to pilot the use of small, simple sentence starters to frame a response which would also be repeated for reading and used for all questions.
Level Up - South Devon College
etf:3262
An OTLA project by South Devon College that aimed to raise learner achievement and aspiration by developing a new progressive marking strategy across the English department.
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