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Maths courses   ALL ARE NOW FULLY FUNDED please book on these courses up until end March 2022

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Maths courses   ALL ARE NOW FULLY FUNDED please book on these courses up until end March 2022

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Maths Functional Skills teaching (Level 5 module) (Code: C1305) Express your interest

Maths GCSE Teaching: Develop your Practice (Level 5 module) (Code: C1304) PLEASE EXPRESS YOUR INTEREST

Algebra in maths (Code: C1226)  Express your interest,  2hrs
Application of ratio and direct proportion (Code: C1215) | Express your interest, 2 hrs

Culture, Gender and Maths (Code: C1405) 25/03/2022 10:00 - 12:00, 2hrs

Functional number (Code: C1230) Express your interest| 2hrs
Getting things in proportion in GCSE maths (Code: C1253) | 18/03/2022 14:00 - 16:00 2hrs
Graphs in maths (Code: C1257) 09/03/2022 13:30 - 15:00 2hrs
Impact of language in maths (Code: C1256)  Express your interest, 2hrs
Integrating maths into vocational courses (Code: C1254) 17/03/2022 09:00 - 11:00, 1hr
Key factors in individual maths lesson planning (Code: C1251) 15/03/2022 14:00 - 16:00, 2hrs
Manipulating and using numbers (Code: C1237)  Express your interest, 2hrs
Maths in a triangle (Code: C1258)  Express your interest, 2 hrs
Maths in more than one dimension (Code: C1239)  Express your interest, 2hrs
Maths is beautiful (Code: C1249)  Express your interest, Watch the maths is beautiful video
Maths problem solving (Code: C1255)   Express your interest, 2hrs
Maths puzzles (Code: C1250) 16/03/2022 10:00 - 12:00, 2hrs
Modelling and abstraction (Code: C1259)   14/03/2022 13:00 - 15:00, 2hrs
Money maths (Code: C1240)  Express your interest, 2hrs Watch the money maths video
Number at the core of maths (Code: C1227)  10/03/2022 10:00 - 11:00,  1hr
Presenting statistical data using graphs and charts (Code: C1238)  Express your interest, 2hrs
Supporting maths learners from Entry level 3 to Level 2 (Code: C1229)  21/03/2022 10:00 - 12:00,  2hrs Watch the E3 to L2  video
The role of assessment in teaching maths (Code: C1228) register your interest and click to check dates, 1hr
Visualising maths (Code: C1260) Express your interest, 2hrs

Sharing maths CPD (Code: C1189) register your interest, 1hrs

Maths workshop (Code: C1261)

Experiences a range of methods and fill your mathematical toolbox with alternative approaches - suitable for both GCSE and Functional Maths, Express your interest

Maths GCSE Teaching: Develop your Practice (Level 5 module) (Code: C1304) Express your interest

Teaching Functional Skills Maths Online course on Future Learn.

Run 1 - booking ended on 1st October but will run for those who have already enrolled on FutureLearn until March

Run 2 - Open for booking NOW

Other support
Mathscoe Mini Webinar Series - open access, put together by CfEM.  I am going to work through these myself and we can discuss at our next network meeting

Foundation Online Learning modules

The  multi-modal and pdf guide ‘Improving the delivery of maths and English in apprenticeships’ is still available on the Excellence Gateway.

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Centres for Excellence in SEND (CfEsend) support

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Centres for Excellence in SEND (CfEsend) support

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You can find more information about the centres for excellence at the ETF SEND Excellence Gateway.

If you like blogs, you can read ours and others here: CfESEND Blog.

Best Practice for Working with Support Workers in the Maths and English Classroom (Code: C1376) 09/03/2022

Emotional Literacy Workshop via MS Teams, 8 th March 2022

15:00-17:00 book on Eventbrite

The Correlation with Mental Health and English (C1322) |
The Correlation with Mental Health and Maths (C1323) |
Additional SEND Needs – opening up your Maths curriculum (C1329)
Additional SEND Needs- opening up your English curriculum (C1330)
Innovative Teaching Methods and Modes of Delivery in English (C1341)
Innovative Teaching Methods and Modes of Delivery in Maths (C1342)
What makes an effective support Worker in Maths and English (C1343)

If you would like to book anything more bespoke, but still SEND curriculum related, or would like to discuss booking CfEsend to deliver in-house to you and your colleagues, then just get in touch by emailing peter.benyon@derby-college.ac.uk. There is also no such thing as a silly question, so, if you have one – please email Peter.  My CfEsend colleagues are incredibly helpful - don't hesitate.

Communities of Practice for managers and practitioners

Pre recorded webinars - free access
Supporting learners with writing skills when learning remotely
Supporting learners with online reading skills

Meeting the online accessibility needs of all our learners

Learners with attention deficit hyperactivity disorder (ADHD): behaviour for learning, engagement and strategies

Exploring Essential Digital Skills for teachers and trainers supporting ESOL learners

Supporting learners with SEND through remote learning

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English CPD available till end March 2022

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English CPD available till end March 2022

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Giving your ESOL learners the best chance to pass Functional Skills English (Code: C1399)

Part A 22/03/2022 16:00 - 18:00
Part B 29/03/2022 16:00 - 18:00

GCSE English Writing: CPD Training for Teachers (asynchronous) (Code: C1310) The course is based on a really interesting study, Aspects of Writing, published by Cambridge Assessment in 2016. It provides a fascinating analysis of the language that students actually use during GCSE exams.

Words are magnificent: increasing learners’ word building and vocabulary skills (Code: C1233) -  Express your interest, 2 hours
Assessment in English: knowing your learners' starting points (Code: C1270) 16/03/2022 10:00 - 12:00, 2 hours

Creative writing in GCSE and the challenges (Code: C1236) 16/03/2022 10:00 - 12:00, 2hours

To PEE or not to PEE?: helping GCSE learners to write about reading (Code: C1235) Express your interest, 2 hours
Developing grammar for reading and writing (Code: C1245) 15/03/2022 10:00 - 12:00, 2 hours
1st of 2 linked webinars – see 2nd Investigating grammar: supporting your learners to understand how texts work

Developing our learners' phonic skills (Code: C1268) Express your interest, 2 hours
Developing problem-solving, investigative and collaborative approaches to reading (Code: C1287) - Express your interest, 2 hours
Developing Speaking and Listening for Functional Skills English (Code: C1271) Express your interest, 2 hours
Developing writing: teacher modelling and collaborative writing techniques (Code: C1272)  09/03/2022 13:00 - 15:00 2hours
Helping GCSE resit learners to craft and control creative writing (Code: C1274) Express your interest, 2 hours
Helping post-16 learners to read with understanding and resilience (Code: C1275) - Express your interest, 2 hours

Improving Reading in Functional Skills English (Code: C1384), 11/03/2022 09:00 - 11:00

Integrating English into vocational training (Code: C1248) - 11/03/2022 10:00 - 12:00, 2hours

Introduction to Assessment for Learning for English (Code: C1313) Express your interest, 1hour.

Investigating grammar: supporting your learners to understand how texts work (Code: C1276) 21/03/2022 10:00 - 12:00,  2nd of 2 linked webinars 1st is Developing grammar for reading and writing

Post-16 English learners: how to meet their needs (Code: C1282) Express your interest, 2hours
Marking, assessing and feeding forward in English (Code: C1281) Express your interest, 2hours Linked to Using formative assessment for planning
Overcoming barriers to learning English (Code: C1277) - Express your interest, 1 hour
Phonics: an introduction to the key principles of post-16 phonics (Code: C1247) - Express your interest, 1 hour
Phonics: strategies for improving reading and writing (Code: C1280) Express your interest, 2 hours
Planning for deep learning in English (Code: C1234) Express your interest, 2 hours

Problem-solving and Creative Thinking in English (Code: C1380) 10/03/2022 10:00 - 12:00

Teaching learners how to plan and write non-fiction text for GCSE and Functional Skills exams (Code: C1279) - Express your interest, 2 hours
Success in speaking and listening (Code: C1269) - Express your interest, 2 hours

Using formative assessment for planning English (Code: C1278) - express your interest, 2 hours Linked to Marking, assessing and feeding forward in English

Words are crucial: developing vocabulary for fluency in reading (Code: C1246) Express your interest, 2 hours

English Functional Skills teaching (Level 5 module) (Code: C1303) 10 sessions of 2 hours, 16:00 - 18:00. Now on waiting list - please do sign up if you are interested.

English GCSE Re-sits: Develop your Practice (Level 5 module)  Express your interest

Sharing Sessions approximately monthly 1 hour,

Grammar teaching 09/03/2022 10:00 - 11:00
Phonic surgery 31/03/2022 16:00 - 17:00

Other support

Foundation Online Learning modules

The  multi-modal and pdf guide ‘Improving the delivery of maths and English in apprenticeships’ is still available on the Excellence Gateway.

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See here for Maths CPD opportunities for practitioners and managers ⬇

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Read about all of the ETF services in this brochure, with links to key services and programmes.

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Read about all of the ETF services in this brochure, with links to key services and programmes.

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See here for English CPD opportunities for practitioners and managers ⬇

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Rachel's huge Padlet of just about everything ESOL 😊

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Complete pdf

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Learner Materials in PDF Format (to accompany the Core Curriculum)

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Link to a Padlet with all the ETF Learners New to ESOL resources.
Includes Phonics Pack, Listening Pack and CPD materials.

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- an overview

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LSIS ESOL Vocationally Contextualised Resources 

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LSIS ESOL Vocationally Contextualised Resources 

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Link to a Padlet with these resources

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Current English & maths CPD programme programme

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Current English & maths CPD programme programme

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Click this link to take you to the current list of courses on the ETF website. https://www.et-foundation.co.uk/supporting/professional-development/maths-and-english/courses/

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Exams E1 - ESOL - offender learning - Health and Safety at work

This lesson gives practice in elements of the Skills for Life ESOL exam papers. In each reading paper candidates are required to identify signs, recognise basic text types and purpose and identify capital letters.

esol offender-learning

e1 zip-folder

Exams E2 - ESOL - offender learning - Travel and transport

This lesson is about travel and transport within the UK and beyond. It provides learners with the vocabulary required to understand exam instruction and for the subject of travel.

esol offender-learning

e2 zip-folder

Exams E3 - ESOL - offender learning - Me and my home

This lesson is about houses and running a home. It provides some language required to understand exam instructions and for the subject of 'homes' in all modes.

esol offender-learning

e3 zip-folder

Using film to teach English - ESOL - offender learning - Lesson plan

Film is invaluable in the prison environment as a way of focusing on communication skills.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

Using the gym - ESOL - offender learning - Lesson plan

This lesson is about using the gym. It provides students with the vocabulary and speaking practice to feel more confident in understanding and talking to gym staff and users about gym equipment and exercise.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

Using the library - ESOL - offender learning - Lesson plan

This lesson is about using the library in prison.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

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English and maths - The Education and Training Foundation

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We offer a comprehensive range of CPD courses to help maths and English teachers develop their skills, including free online modules.

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Level 5 Module on Teaching Functional Skills English

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Level 5 Module on Teaching Functional Skills English

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Booking link: https://booking.etfoundation.co.uk/course/details/1303

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Current English & maths CPD programme programme

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Current English & maths CPD programme programme

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Click this link to take you to the current list of courses on the ETF website. https://www.et-foundation.co.uk/supporting/professional-development/maths-and-english/courses/

# data[].attributes.attachment_link.readable_text
Exams E1 - ESOL - offender learning - Health and Safety at work

This lesson gives practice in elements of the Skills for Life ESOL exam papers. In each reading paper candidates are required to identify signs, recognise basic text types and purpose and identify capital letters.

esol offender-learning

e1 zip-folder

Exams E2 - ESOL - offender learning - Travel and transport

This lesson is about travel and transport within the UK and beyond. It provides learners with the vocabulary required to understand exam instruction and for the subject of travel.

esol offender-learning

e2 zip-folder

Exams E3 - ESOL - offender learning - Me and my home

This lesson is about houses and running a home. It provides some language required to understand exam instructions and for the subject of 'homes' in all modes.

esol offender-learning

e3 zip-folder

Using film to teach English - ESOL - offender learning - Lesson plan

Film is invaluable in the prison environment as a way of focusing on communication skills.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

Using the gym - ESOL - offender learning - Lesson plan

This lesson is about using the gym. It provides students with the vocabulary and speaking practice to feel more confident in understanding and talking to gym staff and users about gym equipment and exercise.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

Using the library - ESOL - offender learning - Lesson plan

This lesson is about using the library in prison.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

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English and maths - The Education and Training Foundation

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We offer a comprehensive range of CPD courses to help maths and English teachers develop their skills, including free online modules.

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Help your students continue to study exam content and explore these comprehensive, quality assured GCSE and IGCSE mathematics teaching and revision resources to help embed the learning with your exam level students. From detailed revision lessons to exam practice, the Tes author community have designed a variety of challenging and engaging resources for your students.

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Help your students continue to study exam content and explore these comprehensive, quality assured GCSE and IGCSE mathematics teaching and revision resources to help embed the learning with your exam level students. From detailed revision lessons to exam practice, the Tes author community have designed a variety of challenging and engaging resources for your students.

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GCSE Revision resources (English & maths

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GCSE Revision resources (English & maths

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Revision tips and resources

Our new GCSE English, maths and science revision documents link to ready-made resources to plug gaps in pupils' knowledge and build their confidence in independent learning.

Direct links to the Classroom lessons to pass on to pupils

Links to our Teacher Hub for teachers to download and adapt the resources

Spotlights on some of our most useful units of work

Top revision tips to pass on to pupils

Most lessons include a video, transcript, quiz, downloadable worksheet and slides - a wealth of revision materials for your pupils.

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Preparing for resits and revision | Oak National Academy

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Our new GCSE English, maths and science revision documents link to ready-made resources to plug gaps in pupils' knowledge and build their confidence in independent learning.

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- these courses cost £200 per participant and are run over 10 x 1.5 hr webinars (2 webinars each day over 5 days):  English  Maths

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GCSE Resits: Making a difference through CPD

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Courtesy of Jo Loss, Essex ACL

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All resources 'magpied' from others with special thanks to @Team_English1 

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GCSE Revision resources (English & maths

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GCSE Revision resources (English & maths

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Revision tips and resources

Our new GCSE English, maths and science revision documents link to ready-made resources to plug gaps in pupils' knowledge and build their confidence in independent learning.

Direct links to the Classroom lessons to pass on to pupils

Links to our Teacher Hub for teachers to download and adapt the resources

Spotlights on some of our most useful units of work

Top revision tips to pass on to pupils

Most lessons include a video, transcript, quiz, downloadable worksheet and slides - a wealth of revision materials for your pupils.

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Preparing for resits and revision | Oak National Academy

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Our new GCSE English, maths and science revision documents link to ready-made resources to plug gaps in pupils' knowledge and build their confidence in independent learning.

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See here for the latest regional & national events and networking opportunities for the sector ⬇

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Pearson's published Functional Skills Rates Aug 2021

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Pearson's published Functional Skills Rates Aug 2021

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A Year Of Disruptions

2020-21 was another year of disruption for tutors and learners alike. Testing was able to continue in various formats throughout the year, using a number of adaptations such as Remote Invigilation, employer invigilation and a much greater use of online tools such as Teams and Zoom for Speaking, Listening and Communicating. The disruption, however, did have an effect on the number of assessments taken and on the pass rates for those assessments.

How Pearson Works Out Pass Rates

Pearson presents its pass rates a little differently to how a provider may do it. For us the pass rate is a simple number of passes as a percentage of the number of tests taken. For many providers it is the number of passes as a percentage of the number of learners. These are not necessarily the same thing, especially when resits are factored in. As an example, albeit an extreme, impossible one, if a learner takes 100 tests and passes on test 100, the pass rate Pearson will provide is 1% and the pass rate the provider has is 100%. Please bear this in mind when looking at pass rates.

Entry Level Assessments and Speaking, Listening and Communicating

Pearson does not report pass rates for Entry Level learners as these are all internally assessed. For these learners we only see the claims for success and not the other attempts a learner might have had.

Pass Rate By Assessment Type

Pearson offers its Level 1 and 2 maths, reading and writing assessments both onscreen and paper based. One question I am commonly asked is whether one assessment type has a higher pass rate. In reality, the pass rates for onscreen and paper-based assessments are very similar with no clear trend as to whether any assessment type has a higher pass rate. We should also take into account, when looking at the results, the learner types (age, gender and type of learning provision) which take these assessments. Learners in work-based learning are more likely to take an onscreen assessment than a paper-based one and this could have an effect on the pass rates.

Pearson's Pass Rates

Below are Pearson's overall pass rates. These are for all learners and are not filtered for age, gender or provider type.

What is striking about these figures is two things: the vast difference between first time pass rates and overall pass rates; and the difference between pass rates for maths and English.

First Time vs Overall Pass Rates

The key thing to understand is that many learners are taking assessments more than once or twice and are not necessarily successful. This links back to the section on how Pearson presents our pass rates. Taking maths Level 1 as an example, 40% of all the learners taking a test pass first time. The overall pass rate is less because the learners who fail first time (according to the data), tend to fail again, second time. I do recommend spending time with learners who have failed looking at the coverage and range points they had less success on prior to any resit. This information can be found on ResultsPlus.

If ResultsPlus shows that a learner achieved less than 30% on their assessment, I do recommend spending more time with these learners, wherever possible to facilitate their success.

English vs Maths Pass Rates

The key difference between English and maths is the knowledge needed to be successful in the assessment. In a reading test for example, for all intents and purposes, all the answers are there, on the page, the learners just need to find them. With maths, however, the learners need to know more. For example, if there is a Level 1 question on area of a rectangle and the learner does not know how to work that out, there is nothing on the paper that will help them. This "knowledge gap" has been exacerbated by the reform which has introduced more content into Level 1 and 2 maths, outlined in this document: Mathematics - Content mapping (PDF).

This difference between English and maths results is also seen in post 16 GCSE resits too.

Pass Rates by Provider Type

Below is a graph showing the pass rates by provider type:

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Hello and welcome to Pearson's Functional Skills blog for August 2021. As it the end of the academic year, we will be looking at the pass rates for Functional Skills 2020-21.

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Offender Learning Network Meeting 4th February 2022 @ 3pm

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Offender Learning Network Meeting 4th February 2022 @ 3pm

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https://forms.office.com/r/jJjCarB5mP

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Adult Education in Focus - Policies, regulations and updates

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Adult Education in Focus - Policies, regulations and updates

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Kindly shared by Trevor Hewlett

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Rachel's Padlet on Prevent, Safeguarding and British Values

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Rachel's Padlet on Prevent, Safeguarding and British Values

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Please let Rachel have any resources you can share on this Padlet, especially classroom resources. Thanks

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We have a joint West Midlands and Yorkshire and Humber English Network on Thursday 3rd March at 2pm.  Register here

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We have a joint West Midlands and Yorkshire and Humber English Network on Thursday 3rd March at 2pm.  Register here

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Support available currently - (your RSL is here too of course)

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Support available currently - (your RSL is here too of course)

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Big news!
Maths and English courses - NOW ALL FULLY FUNDED!
See the CPD column for details

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rachel.oner@btinternet.com.
Rachel is the ETF's Regional Specialist Lead for English (West Midlands) and a Specialist in English and ESOL.  Rachel provides FE providers with curriculum support and advice on staff training to organisations in all FE settings.

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gaillydon@me.com

I have supported management and practitioners in the development of maths and English provision across a range of settings in the FE sector since 2000. I support and challenge managers and practitioners; reviewing present systems and the attainment and retention of learners and planning for continuous improvement through staff development.

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Ofsted monitoring visits September 2020 in our region

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Ofsted monitoring visits September 2020 in our region

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They serve to highlight the hard work and dedication of the people working in the sector - putting their learners first.

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic.

As part of our phased return to routine inspection, Ofsted began carrying out interim visits to further education and skills providers in September 2020.

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Feedback from those involved in Ofsted recent 'visit' - from other regions

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Feedback from those involved in Ofsted recent 'visit' - from other regions

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Some given questions prior to 'visit'.

Interested in: adaptation; sequencing; safeguarding; mental health and wellbeing

Set questions, asking for examples.

45 minute interviews with each group

Asked to visit - some f2f and others online

High needs learners - how do you safeguard online etc

Working one to one.

Learner isolation e.g. community hubs to combat

Staff well-being

If they spot something interesting they might  follow up - ask to see it ‘within the hour’

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Ofsted: coronavirus (COVID-19) rolling update

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Ofsted: coronavirus (COVID-19) rolling update

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Skip to main content

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We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

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Guidance and details of our plans as part of a phased return to full inspection.

State-funded schools

The full programme of graded school inspections resumed in autumn 2021. Some inspections under the education inspection framework restarted on 4 May.

Further education and skills

Throughout the summer term, we carried out new provider monitoring visits (NPMVs) to new further education providers that had not yet received a monitoring visit.

We continued to carry out emergency monitoring visits or full inspections of providers where serious concerns are identified, as well as inspection activity in prisons.

On 4 May we resumed monitoring visits to providers graded 'inadequate' and 'requires improvement', where appropriate.

Full education inspection framework ( EIF) inspections of new providers that have had an NPMV also began in the summer term.

Early years and childcare

We resumed on-site inspections of registered early years providers under the education inspection framework on 4 May.

Children's social care

Ofsted returned to carrying out routine inspections for all settings inspected under the SCCIF (social care common inspection framework) on Monday 12 April 2021.

Non-association independent schools

All inspections of non-association independent schools will continue to take place as commissioned by the Department for Education (DfE).

The full programme of graded school inspections resumed in autumn 2021. The inspection cycle will be extended by 4 terms. This means that non-association independent schools that were due to be inspected before 31 July 2021 will now receive an inspection before 31 December 2022.

From the start of the summer term 2021, a school's standard inspection may be brought forward if a school significantly improves or declines at an additional inspection, in line with our handbook (see paragraph 50). This was a strongly supported proposal in our public EIF consultation.

Additional inspections will continue in full.

Local authority children's services

In May, we restarted routine monitoring visits for local authorities (LAs) rated as inadequate.

Since then we have restarted:

regular focused visits to local authorities we have concerns about, and/or those we have not visited in some time

standard inspections, prioritising inadequate LAs that are likely to move out of that grade

We resumed short inspections to LAs previously judged good or outstanding in the autumn.

Area SEND

From April 2021, Ofsted and the Care Quality Commission (CQC) started revisiting areas where we had significant concerns about SEND provision when we last inspected them.

From June, we began carrying out inspections of local areas that have not yet been inspected under the current SEND framework. The focus of inspections remains the same: how effectively local areas identify and meet the needs of children and young people who have special educational needs and/or disabilities. However, inspectors will take into account the impact of the pandemic on the local SEND system. We will discuss with local area leaders how to carry these out safely, in line with the latest government guidance, and may carry out some activities remotely. See the updated Area SEND inspection guidance for more information.

Secure training centres

Initial teacher education (ITE)

Ofsted's ITE inspections began on 4 May.

Cafcass

News and press releases

Other guidance and information

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COVID-19 series:briefing on further education and skills, November 2020

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COVID-19 series:briefing on further education and skills, November 2020

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Published 15 Dec 20

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COVID-19 series: briefing on further education and skills, November 2020

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Evidence from interim visits to further education and skills providers between 19 October and 4 December.

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Skip to main content

Cookies on GOV.UK

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We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

Accept additional cookies Reject additional cookies View cookies

Evidence from visits to further education and skills providers between 1 and 16 October.

Applies to England

Documents

Details

Thank you for your feedback

Report a problem with this page

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COVID-19 series: briefing on further education and skills, October 2020

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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HMCI commentary: findings from visits in September

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Amanda Spielman discusses what we found in our first visits to education and children’s social care providers during September.

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What Ofsted found during their pilots of autumn visits

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What Ofsted found during their pilots of autumn visits

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25 Sept 20

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Pilots of Ofsted's autumn visits suggest that the FE and skills sector is more than rising to the challenges of these highly unusual times, writes Paul Joyce

Deputy Director for FE & Skills, Ofsted

25 Sep 2020, 12:52

In July we announced that we would be carrying out visits across all the areas we inspect this Autumn - schools, further education and skills, early years and children's social care.
Learning from our pilots
The visits are not inspections and won't result in a graded judgement. They have a simple but important aim - to reassure parents, learners, employers and government about what providers are doing to get education and training back up and running, and to make sure that learners are safe.

Over the past fortnight we've been piloting these visits across FE & Skills providers, testing our approach before the full visits begin in earnest later this month. From my point of view, it's been striking just how receptive the sector has been to the visits and how well providers have engaged with the process.

The pilots were about making sure that our approach is sound. We've done 14 pilot visits, covering a range of providers at all grades, across each of Ofsted's regions.

We visited independent learning providers (ILPs), one major national provider, community learning and skills providers, further education and sixth form colleges, and an independent specialist college. Thirty inspectors took part, around a third of our HMI workforce. These inspectors are now back in their regions, sharing their perspective and helping to train their colleagues.
Safety is our priority
Overall, the pilots have been very successful. They show that our methodology works, and that the visits work in practice, despite the unusual circumstances we all face. We're confident that we can carry out the visits safely, with minimum disruption to provider's day to day business.

Our inspectors have been made to feel very welcome. Providers taking part really understood our rationale and embraced the visits as a constructive and collaborative process. Leaders and other staff were rightly proud of what they'd achieved, and what they have done to get learners up to speed after so long away. Some found the visit a relief, others said it was reaffirming - a chance to have their hard work acknowledged.
What will the visits focus on?
The pilots also allowed us to see what the visits would be like with social distancing rules in place. Arrangements will obviously vary from provider to provider, so our visit teams will abide by whatever providers have put in place to keep learners safe. The safety of our staff, and that of learners and provider staff is, of course, our utmost priority.

This example from one large college group gives an indication of how a visit can work in practice. Our visit team (two inspectors) were set up in a large meeting room that allowed for social distancing. They stayed in the room for the whole day, while small groups of senior leaders, teachers and learners joined them for discussions - around 9 meetings over the course of the visit. The room was cleaned between meetings. We didn't make any learning observations, carry out deep dives, or move around the college.
The way forward
Visits will be based around three themes, a set of conversations with leaders and staff. First, we'll be asking about the strategic actions taken to maintain the curriculum or get it back up and running. Second, what have you been doing operationally to deliver online and face to face learning. And finally, we want to talk about safeguarding. How are you making sure that learners are safe in these unusual circumstances. We'll summarise these discussions in a published report, although for our pilot providers this won't be published.

The visits will take place over two days, but these will be shorter days - starting later than an ordinary inspection and finishing earlier. This frees up provider staff in the mornings and keeps disruption to a minimum.

There's no doubt that colleges and other providers have been up against it since the lockdown in March. In the ILP world (largely apprenticeships and adult training) the situation is very tough. Some providers have ceased training, and we know that some apprentices haven't been able to return to their jobs after furlough.

We are acutely aware of how difficult the past few months have been, and our visit teams are sensitive to this. We are not here to make life difficult. Ultimately, we want to understand the challenges the sector faces, so we can help government and policymakers understand them too. And we hope that our published reports will be useful to providers as they consider their own approaches, sharing good and innovative practice.

Given the hunger for more information about effective online learning, we'll also be using our visits to add to the debate about what works. In July, we published some interim findings from our online learning review. The visits will build upon this work, and we hope to publish some more findings early next year.

It's really good news that those taking part in the pilots were positive about their experience. This, combined with the fact that parents, learners and employers want to know how well prepared providers are, reinforces the importance of our visits. And while it's a small sample, our pilots suggest that the further education & skills sector is more than rising to the challenges of these highly unusual times.

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What Ofsted found during their pilots of autumn visits

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Pilots of Ofsted's autumn visits suggest that the FE and skills sector is more than rising to the challenges of these highly unusual times, writes Paul Joyce In July we announced that we would be carrying out visits across all the areas we inspect this Autumn - schools, further education and skills, early years and

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Adult Education in Focus - Policies, regulations and updates

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Adult Education in Focus - Policies, regulations and updates

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A superb Padlet kindly shared by Trevor Hewlett

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The West Mids. network's previous Padlet

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The West Mids. network's previous Padlet

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As run by Paul

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Website for the Society for Education and Training (SET)

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Website for the Society for Education and Training (SET)

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Home | The Society for Education and Training (SET)

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SET is the professional membership organisation for teachers and trainers in the Further Education and Training sector, helping you to progress your career and connect you with like-minded professionals and experts.

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In Tuition English & Maths Supplement 2021

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In Tuition English & Maths Supplement 2021

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The ETF's Outstanding Teaching, Learning and Assessment action research projects

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Subject Content Document for the Reformed FS Maths Qualifications

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Subject Content Document for the Reformed FS Maths Qualifications

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Guidance to support teachers and providers with the delivery of Functional Skills Maths at Level 1

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Guidance to support teachers and providers with the delivery of Functional Skills Maths at Level 1

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ETF Guide

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Links to loads of maths sites

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10 x 2 hr webinars

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A limited number of free places are offered on this course. Please see the 'Upcoming' section above for current availability. Free places are offered to ensure greater diversity on our courses, so to qualify you must either:

Work in an organisation in one of the 12 opportunity areas (Blackpool, Bradford, Derby, Doncaster, Fenland and East Cambridgeshire, Hastings, Ipswich, Norwich, Oldham, Scarborough, Stoke, West Somerset)

Work in an organisation with an annual turnover of less than £500,000

Consider yourself to have a disability

Come from a Black, Asian or minority ethnic (BAME) background

You must also agree to be contacted by our evaluation team.

To book a free place find a course that has free places remaining and book a single place. At the payments stage of the booking you will be asked to tell us which of the three criteria you meet. Once selected, click on the 'recalculate' button to reduce the cost of the booking to zero and complete the booking.
If, for whatever reason, you are unable to attend, please advise us at least one week before the course takes place. This will allow us to offer the free place to someone else who works in the FE sector, so they can take advantage of this offer.

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A limited number of free places are offered on this course. Please see the 'Upcoming' section above for current availability.

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Pearson report

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Maths Teaching Resources | Dr Austin Maths

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Dr Austin Maths is a free-to-use Maths teaching resources website, focussing on quality resources for KS4 IGCSE and GCSE Maths.

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A set of reports about all the projects completed as part of the OTLA 6 (English) 2019-20

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The OTLA 6 programme was delivered by ccConsultancy in partnership with That Reading Thing and Skills Digital between 2019 and 2020. This was the 6th phase of OTLA projects funded by the Education and Training Foundation and the 3rd one that we were involved in as delivery partners.

Twelve projects researched new approaches for teaching English in the post-16 sector and focused upon driving professional development for staff through encouraging practitioners to use action research to explore and integrate those approaches into teaching, learning and assessment.

In April 2019 we invited applications from providers wishing to take part in the OTLA (English) collaborative projects, hoping to attract 30 applications. We drew upon Professional Exchange Networks, Regional Specialist Leads and the Skills for Life Network to maximise applications from across the country. In fact, we received over 100 applications and eventually selected 45 organisations to take part. Twelve projects were formed, each consisting of 3 or 4 successful organisations who wanted to work on a similar theme.

Each project was allocated a mentor. The mentors were chosen for their subject specialist expertise and in many cases, they arranged and delivered relevant CPD for the project teams (e.g. Post-16 phonics approaches, effective use of a visualiser, Level 5 Functional Skills courses). Mentors also assisted project teams to use practitioner-led action research approaches. Click the link below to read Andy Convery reflecting on the importance of mentors in energising project teams.

We also appointed four Strand Leads who each managed a group of 3 projects and supported the mentors and project teams within their 'strand'. The strands were mainly arranged geographically but there were some exceptions where we placed organisations into projects because of the theme they were working on (The Sheffield College worked on resilience with a group of providers who were based in the South, for example). Three of the Strand Leads were Regional Specialist Leads and had good working relationships with the providers in their region. The fourth Strand Lead is an expert on Post-16 phonics and worked on that theme across all regions.

We have invited the Strand Leads to reflect on their experiences of working on the OTLA programme and you can find their summaries on the project pages of their particular strands.

You can download the full programme booklet with all reports and editorials on the Excellence Gateway.
Click the project numbers on the map below to be directed to each project page. There you will be able to read each organisation's research report, watch their final presentations and access further resources.

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Read all of last year's project reports

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Centres for Excellence in Maths (CfEM) was a five-year DfE-funded national improvement programme aimed at delivering sustained improvements in maths outcomes for 16-19-year-olds, up to Level 2. The project ended in March 2023.
More about the focus of the CfEM programme

The project focused particularly on an adapted maths mastery approach suitable for post-16 learners, based on five key principles. A randomised control trial involving 147 college sites and 7453 GCSE re-sit learners showed that learners taught according to these five principles made one month's additional progress compared to a control group - while more deprived learners gained an additional two months progress.

Resources and evidence from the CfEM programme

Legacy resources from the project - including mastery schemes of work and lesson resources, plus research evidence - are available to access and can be found on the CfEM Resources and Evidence Hub.

Further CPD opportunities for maths teachers and trainers

ETF continue to offer a range of CPD opportunities for maths teachers and trainers, including those derived from the CfEM programme.

For further information or queries, please contact maths@etfoundation.co.uk.

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Centres for Excellence in Maths - The Education and Training Foundation

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The Centres for Excellence in Maths (CfEM) is a national project aimed at improving maths teaching up to Level 2 in post-16 settings.

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Motivation and engagement - CfEM handbook

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Motivation and engagement - CfEM handbook

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10 x 2 hr webinars

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A limited number of free places are offered on this course. Please see the 'Upcoming' section above for current availability. Free places are offered to ensure greater diversity on our courses, so to qualify you must either:

Work in an organisation in one of the 12 opportunity areas (Blackpool, Bradford, Derby, Doncaster, Fenland and East Cambridgeshire, Hastings, Ipswich, Norwich, Oldham, Scarborough, Stoke, West Somerset)

Work in an organisation with an annual turnover of less than £500,000

Consider yourself to have a disability

Come from a Black, Asian or minority ethnic (BAME) background

You must also agree to be contacted by our evaluation team.

To book a free place find a course that has free places remaining and book a single place. At the payments stage of the booking you will be asked to tell us which of the three criteria you meet. Once selected, click on the 'recalculate' button to reduce the cost of the booking to zero and complete the booking.
If, for whatever reason, you are unable to attend, please advise us at least one week before the course takes place. This will allow us to offer the free place to someone else who works in the FE sector, so they can take advantage of this offer.

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A limited number of free places are offered on this course. Please see the 'Upcoming' section above for current availability.

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A bank of reading resources recommended and share by an ETF funded Professional English Network (Courtesy of Bob Read, RSL).

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Great GCSE English resources (free in pdf versions)

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Here are some resources for the new GCSE - we think they are a fantastic starting point and we hope you will too!

Want to see the specifications at a glance?
See our summary resource

Spoken language
Resources for using Standard English, planning speeches and presentations, debates and listening effectively.

We use cookies to deliver functionality and provide you with a better service. By continuing to browse our site you are agreeing to our use of cookies. Find out more.

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100s of GCSE English language teaching resources| Teachit English - Teachit English

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Here are some resources for the new GCSE - we think they are a fantastic starting point and we hope you will too! See our summary resource Resources for using Standard English, planning speeches and presentations, debates and listening effectively. We use cookies to deliver functionality and provide you with a better service.

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arrow_back Back to Students

GCSE Maths

We have a brand new GCSE Maths exam that will be sat for the first time in June 2017. Woo hoo! Here is my collection of resources to help you prepare for it. Keep coming back nearer to the exam as I will be adding lots more

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arrow_back Back to Students GCSE Maths We have a brand new GCSE Maths exam that will be sat for the first time in June 2017. Woo hoo! Here is my collection of resources to help you prepare for it.

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Here's a great list of sites with maths resources

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Here's a great list of sites with maths resources

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https://corbettmaths.com/ Home to thousands of maths resources: Videos, Worksheets, 5-a-day, Revision Cards and much more.

https://marsmaths.com/ Functional skills and GCSE online videos and questions for all learners. Entry 1, 2, 3, Level 1 and 2.

https://nrich.maths.org/ Thousands of free online mathematics resources developed by the University of Cambridge to enrich the mathematical experiences of all.

https://www.examwizard.co.uk Exam Wizard is a free exam preparation tool containing a bank of past Edexcel exam questions, mark schemes and examiners' reports.

https://www.goteachmaths.co.uk/ Ready-to-use mathematics resources for Key Stage 3, Key Stage 4 and GCSE maths classes.

https://www.mathsbot.com/ Interactive tools and activities with 100’s of randomly generated questions and answers.

https://www.mathsgenie.co.uk/ Maths Genie is a free GCSE and A Level revision site. It has past papers, mark schemes and model answers to GCSE and A Level exam questions.

https://www.mathsisfun.com/ Math explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary. For K-12 kids, teachers and parents.

https://www.piximaths.co.uk/ PixiMaths has a lot of resources as well as SOWs and assessments for the new 9-1 maths GCSE.

https://www.skillsworkshop.org/ The home of free adult literacy, numeracy and Functional Skills resources since 2001.

https://www.tes.com/teaching-resources/ Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and learner activities for all curriculum subjects.

http://mmlsoft.com/index.php/products/tarsia Formulator Tarsia known earlier as Formulator Jigsaw is an editor designed for Teachers of Mathematics creating the activities in a form of jigsaws or dominos etc for later use in a class.

http://www.greatmathsteachingideas.com/ A professional learning blog sharing great ideas and resources with maths teachers.

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J0046_ETF _Top Ten Tips in Maths and English_FINAL

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Introduction

On 6 January 2021, the government confirmed that in summer 2021, students taking GCSE, AS and A levels regulated by Ofqual, should be awarded grades based on an assessment by their teachers.

We conducted a two-week consultation to seek views on how best to provide alternative arrangements to this year's exams. A joint consultation was held at the same time on how to award vocational, technical and other general qualifications.

This guidance outlines the decisions taken to support students and teachers following the consultation. It covers the arrangements for undertaking assessments, the quality assurance and appeals processes and the awarding process for vocational and technical qualifications and other general qualifications.

Assessment evidence

Teachers can use a range of evidence to make a judgement of the grade they are performing at. Students should only be assessed on what they have been taught, ensuring sufficient coverage of the curriculum to enable progression. When determining the grade, teachers should reflect the standard at which the student is performing now, not their potential.

Teachers should use the time remaining to balance continued teaching with any assessments they want to undertake. Work done at home can be included as evidence to support a teacher's judgement if it cannot be produced in the school or college environment because of the pandemic, and where teachers are confident that it is a student's own work.

Types of assessment evidence

Teachers can use evidence to determine grades from across the duration of the student's course.

We recommend the following range of evidence is used, where available:

student work produced in response to assessment materials provided by the exam board, including groups of questions, past papers or similar materials such as practice or sample papers

non-exam assessment (NEA) work (often referred to as coursework), even if this has not been fully completed

student work produced in centre-devised tasks that reflect the specification, that follow the same format as exam board materials and have been marked in a way that reflects exam board mark schemes - this can include:

substantial class or homework (including those that took place during remote learning)

internal tests taken by pupils

mock exams taken over the course of study

records of a student's capability and performance over the course of study in performance-based subjects such as music, drama and PE

records of each student's progress and performance over the course of study

Deciding how to balance different sources of evidence

Centres should bear in mind the following factors in deciding how to balance different sources of evidence.

When the evidence was produced

More recent evidence is likely to be more representative of student performance, although there may be exceptions.

What students were asked to do

Centres should aim to use consistent sources of evidence for a class or cohort that relate closely to the specification requirements.

Some tiered GCSEs specify content for higher tier students only, and in all qualifications, centres will need to provide accessible questions and tasks for lower attaining students and appropriately demanding questions and tasks for higher attaining students to support higher grades.

How the evidence was produced

Centres should be confident that work produced is the student's own and that the student has not been given inappropriate levels of support to complete it, either in the centre, at home or with an external tutor.

Exam boards will investigate instances where it appears that evidence is not authentic.

Making a judgement

Teachers should take account of the standard of any coursework undertaken by students in their overall judgement, including partially completed non-exam assessments where disrupted learning stopped them from completing it. Where this is the case, students should not be penalised.

Teachers should use these non-exam assessments in accordance with exam board mark schemes. Depending on the content they covered, the contribution that the non-exam assessments make to students' overall grade should in the government's view remain broadly similar to a normal year.

Exam boards will publish guidance in March, so teachers have a clear understanding of how to make fair and consistent judgements. Exam boards will also provide schools and colleges with support, guidance, and training on how to minimise the risk of bias and malpractice.

As far as possible, teachers should use the same types of evidence to form a judgment. When assessing different students in their cohort for a subject, schools and colleges should make formal reasonable adjustments for disabled students. If evidence is produced from assessments taken earlier in the course where formal reasonable adjustments were not in place, centres will be asked to take that into account in their judgement.

Assessment materials

The exam boards will provide assessment materials at the end of March. These will include sets of questions organised to help teachers quickly find questions in the topics they have taught.

These questions will be provided with mark schemes, exemplar responses and data on past performance where available, to assist teachers in making fair and consistent judgements of the standard of a student's performance.

These materials will be available for all subjects apart from art and design.

Quality assurance

How schools and college will undertake quality assurance

Exam boards will publish requirements for schools' and colleges' quality assurance processes. Exam boards will review all schools' and colleges' quality assurance processes before they submit grades.

The head teacher or principal will submit a declaration to the exam board confirming they have met the requirements for quality assurance.

Schools and colleges can decide the exact timing for when they undertake internal quality assurance, provided they complete the necessary checks before the deadline to submit grades to the exam boards on 18 June.

How exam boards will undertake quality assurance

As well as the checks of schools' and colleges' quality assurance processes, exam boards will complete checks of the evidence for a sample of student grades in a sample of subjects, in a sample of schools and colleges over June and July.

The exam boards will determine which schools and colleges they visit, and which students' evidence they review. The exam boards will decide whether the grades determined by the centre following quality assurance are a reasonable exercise of academic judgement of the students' demonstrated performance. If they don't find this to be the case the exam boards will ask the school or college to investigate.

Exam boards will not re-mark the student's evidence or give an alternative grade. Grades would only be changed by the board if they are not satisfied with the outcome of an investigation or malpractice is found.

The sample of schools and colleges will take into account centre type and other characteristics of the centre and cohort. The exam boards will also check schools and colleges where concerns are highlighted as part of the initial external process checks. A check will also be triggered:

if concerns have been raised or as a result of whistleblowing

if a school or college's results are out of line with expectations based on past performance

where there have been significant changes in early entries

where schools have previously received sanctions for malpractice or an investigation is ongoing

Appeals

Every student will have the right to appeal their grade if they so wish. Before a grade is submitted, teachers should make students aware of the evidence they are using to assess them. Students will then have the opportunity to confirm the evidence is their own work and make their teachers aware of any mitigating circumstances they believe should be taken into account.

If a student wishes to appeal, centres should undertake an initial process review to check all processes were followed correctly and no errors were made. If the school or college finds an error, they can submit a revised grade to the exam board.

If the student still wants to appeal, they will ask their school or college to submit a formal appeal to the exam board for them. The exam board will check the centre followed its own processes and exam board requirements as well as reviewing the evidence used to form their judgement and providing a view as to whether the grade awarded was a reasonable exercise of academic judgement.

If the exam board finds the grade is not reasonable, they will determine the alternative grade and inform the centre.

In cases of disagreement between the centre and the exam board, or if the student disagrees with the centre or the exam board, the case can be referred to Ofqual's Exams Procedure Review Service (EPRS). The exam board's decision on the grade following appeal will stand unless the EPRS finds that the exam board has made a procedural error.

Appeals are not likely to lead to adjustments in grades where the original grade is a reasonable exercise of academic judgement supported by the evidence. Grades can go up or down as the result of an appeal.

Results days

Students will receive their results for A/AS levels on the 10 August and GCSEs on the 12 August.

Results for relevant VTQs that are linked to progression to further or higher education, including some BTECs, will also be issued to students on or before these dates. Exam boards will begin to confirm their approach to VTQ results from 25 February.

Following the release of results, there will be a window for students who believe their grade is wrong to raise an appeal.

Exam boards will support schools and colleges in prioritising appeals where their outcome will determine a student's ability to progress to their next stage of education or training.

Private candidates will be assessed in a similar way to other students, by a recognised exam centre using an adapted range of evidence, which includes taking the exam board provided assessment materials in a suitable form.

Centres will be asked to assess candidates based on what they have been taught. They will be allowed to conduct assessment remotely if necessary.

DfE will ensure that sufficient centres are available to assess private candidates and that the costs are not significantly increased compared to a normal year.

There will be a process for centres to express interest before the list is published. Following this, a list will be made available of centres willing to assess private candidates.

Ofqual will work to ensure exam boards provide sufficient guidance on an assessment approach and support materials to those centres that wish to carry out this role.

Vocational, technical and other general qualifications

This year there are 3 groups of vocational, technical and other general qualifications ( VTQs) each with a different approach to awarding. Given the diversity of these qualifications, the precise arrangements will differ slightly but they will aim to provide as much fairness to students as possible.

Ofqual will put in place the technical framework needed to implement the arrangements for each of these groups and the qualifications in scope for each.

Qualifications used for progression to further or higher education

Exams will no longer be going ahead for VTQs most similar to GCSEs, AS and A levels that are used for progression to further or higher education. This will include many performance table qualifications.

These will receive results through alternative arrangements similar to those used for GCSEs, AS and A levels. This also includes other general qualifications such as:

the International Baccalaureate

Pre-U

Core Maths

Advanced Extension Awards

Extended Project Qualifications

Qualifications used to enter directly into employment

VTQs used to enter directly into employment, exams or assessments should continue where they:

are critical to demonstrate occupational or professional competence

can be delivered in line with public health measures

Exams and assessments can take place in a controlled environment where the risk of transmission is low.

Protective measures should be put in place by schools, colleges or other providers, in line with public health guidance to support exams.

Where the assessment cannot take place safely it will need to be delayed.

Other qualifications

For smaller qualifications that are not like GCSEs, AS or A levels exams and assessment should continue in line with public health measures, or remotely, but with alternative arrangements available for those who cannot access assessments. This includes functional skills qualifications and English as a second language.

When the approaches for each qualification will be confirmed

Awarding organisations will confirm and begin to communicate the final arrangements for these groups of qualifications from 25 February.

Ofqual will also provide, as they did last year, an online tool that sets out the approaches to individual qualifications.

How VTQ students can appeal their results

Schools, colleges and other providers wishing to appeal a VTQ result on behalf of a student should follow the process set out by the individual awarding organisation concerned.

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On 6 January 2021, the government confirmed that in summer 2021, students taking GCSE, AS and A levels regulated by Ofqual, should be awarded grades based on an assessment by their teachers.

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Leading Teaching and Learning for Maths and English Managers

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Leading Teaching and Learning for Maths and English Managers

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- a residential CPD programme for managers

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A limited number of free places are offered on this course. Please see the 'Upcoming' section above for current availability. Free places are offered to ensure greater diversity on our courses, so to qualify you must either:

Work in an organisation in one of the 12 opportunity areas (Blackpool, Bradford, Derby, Doncaster, Fenland and East Cambridgeshire, Hastings, Ipswich, Norwich, Oldham, Scarborough, Stoke, West Somerset)

Work in an organisation with an annual turnover of less than £500,000

Consider yourself to have a disability

Come from a Black, Asian or minority ethnic (BAME) background

You must also agree to be contacted by our evaluation team.

To book a free place find a course that has free places remaining and book a single place. At the payments stage of the booking you will be asked to tell us which of the three criteria you meet. Once selected, click on the 'recalculate' button to reduce the cost of the booking to zero and complete the booking.
If, for whatever reason, you are unable to attend, please advise us at least one week before the course takes place. This will allow us to offer the free place to someone else who works in the FE sector, so they can take advantage of this offer.

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Leading teaching and learning for maths and English managers

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A limited number of free places are offered on this course. Please see the 'Upcoming' section above for current availability.

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As we move into a third national lockdown, with remote education for most pupils once again the default, we are of course very aware of the heroic efforts of leaders, teachers and staff in developing remote education.

Likewise, we know there are difficulties and challenges that schools, colleges and teachers face in doing so. This short guide, which draws on findings from our interim visits, research and literature review, aims to provide some useful tips.

What is remote education?

There are different definitions out there, but these are the ones we will use here:

Remote education: a broad term encompassing any learning that happens outside of the classroom, with the teacher not present in the same location as the pupils.

Digital remote education: often known as online learning, this is remote learning delivered through digital technologies.

Blended learning: a mix of face-to-face and remote methods. An example would be the 'flipped classroom', where main input happens remotely (for example through video), while practice and tutoring happen in class.

Synchronous education: this is live; asynchronous education is when the material is prepared by the teacher and accessed by the pupil at a later date.

Some common myths about remote education

Some unhelpful myths exist about remote education, which are not based on evidence.

These include that:

remote education is fundamentally different to other forms of teaching/learning

remote education is a different curriculum/offer to the content that would be delivered normally

the best forms of remote education are digital

the best way to deliver remote education is always through live lessons

the most important thing is pupils' engagement

None of these things are necessarily true. Below, we counter them with evidence-based pointers.

Here are 7 things to think about when providing remote education. Note that they are not in order of importance.

1: Remote education is a way of delivering the curriculum

Remote education is a means, not an end. The aim of education is to deliver a high-quality curriculum so that pupils know more and remember more. Remote education is one way of doing so.

This means that everything we know about what a quality curriculum looks like still applies. The remote education curriculum needs to be aligned to the classroom curriculum as much as possible. And, just like the classroom curriculum, it needs to be carefully sequenced and ensure that pupils obtain the building blocks they need to move on to the next step. Curricular goals should be made as explicit remotely as they would be in the classroom.

Remote education is not the same as digital education. Sometimes, it may be more effective to deliver remote education through worksheets or a textbook. All schools/colleges should have access to a digital platform so they can provide online education where that is the most appropriate method.

A good textbook can provide the curriculum content and sequencing pupils need. It can also be easier to access for some pupils. However, when using textbooks or worksheets it is still important to make sure that teachers can provide feedback and assess learning. Any worksheets should be aligned with the curriculum and provide meaningful work.

2: Keep it simple

Our brains don't learn differently using remote education, so everything we know about cognitive science and learning still applies. We don't have to make huge changes to the way we teach.

We also don't need to overcomplicate resources with too many graphics and illustrations that don't add to content. When using digital remote education, the platform we use shouldn't be too complicated to use. Just as we don't need 'all-singing, all-dancing' lessons in the classroom, remote education often benefits from a straightforward and easy-to-use interface. Simple graphics that highlight the key concepts and features we want to teach can be most effective.

More important is attention to the key elements of effective teaching. For example, it's useful to provide pupils with an overview of the bigger picture and where a specific lesson or activity sits within a sequence of lessons or activities. It's also vital to have clear and high expectations and to communicate these to pupils. Just as in the classroom, most pupils will be novices in what we are teaching them. We can't expect them to be able to discover new content for themselves through tasks, projects and internet searching.

There are of course some things that need more careful consideration when teaching remotely. For example, when using recorded lessons, clarity of explanations becomes even more important as we can't as easily correct misunderstandings or misconceptions.

Another example is the 'split attention' effect. Pupils can find it harder to concentrate, so the way we integrate words and pictures or graphs is important. Text can be integrated with images where that is appropriate and doesn't just encourage guessing. This can be shown in chunks in the appropriate place. This makes the words into a description of the images and allows pupils to focus on what is most important.

As it's harder for pupils to concentrate when being taught remotely, it's often a good idea to divide content into smaller chunks. Short presentations or modelling of new content can be followed by exercises or retrieval practice.

3: When adapting the curriculum, focus on the basics

We will often need to adapt our subject curriculum when moving to remote education, for example because some topics are hard to teach remotely. When we do this, we need to focus on the basics:

Beware of offering too much new subject matter at once. Make sure key building blocks have been understood fully first. We need to assess pupils' knowledge to determine this.

Consider the most important knowledge or concepts pupils need to know. Focus on those.

Consider what alternatives exist for traditional practical activities. What can be done at home, or using simulations, for example? Worked examples and modelling can work very well in remote digital education.

In many cases, practising and a focus on developing existing knowledge and skills, such as handwriting or simple arithmetic, may be useful.

4: Feedback, retrieval practice and assessment are more important than ever

Learning isn't fundamentally different when done remotely. Feedback and assessment are still as important as in the classroom. It can be harder to deliver immediate feedback to pupils remotely than in the classroom, but teachers have found some clever ways to do this.

This immediate feedback can be given through:

chatroom discussions,

1-to-1 interaction tools

interactive touch-screen questioning in live recorded lessons

adaptive learning software

Peer interactions can provide motivation and improve learning outcomes. It's therefore worth considering enabling these through, for example, chat groups or video-linking functions. They will also help pupils maintain their social skills.

It is important for teachers to stay in regular contact with pupils. If necessary, they can even do this by using technology to automate communication. Some teachers have set up automated check-in emails to pupils to identify where they are with set tasks. This also gives a perception that teachers are 'watching' while pupils learning remotely.

Assessment is built into some online platforms and most textbooks. Low-stakes quizzes can be built in to remote education, as can written assignments and retrieval practice activities. It can be helpful to make sure pupils are 'warmed up' and 'readied' for content through an introductory task or scene-setting. Pupils can then be invited to re-visit and process the main content further in an additional task or later lesson through retrieval practice.

5: The medium matters (a bit)

Quality of teaching is far more important than how lessons are delivered. But there is some evidence that the medium does matter, especially in digital remote education. Pupils tend to spend longer accessing a remote lesson when they are using a laptop than when using a phone (tablets are in between).

This means that we need to think carefully about whether pupils have access to the right kind of device when we're using digital remote education. If they don't, and we can't provide enough devices, it might be better to consider non-digital approaches as well.

When using digital remote education, we often rely on internet access. Again, we need to consider whether pupils have this and what we can provide if they don't. The Department for Education provides support on internet access, and on setting up a digital education platform.

It is also worth considering where to host content. In the battle for attention against the internet, we need to consider whether we avoid hosting video lessons on certain platforms like YouTube, for example, because of their advertising algorithms distracting pupils.

6: Live lessons aren't always best

Some think that a live lesson is the 'gold standard' of remote education. This isn't necessarily the case. Live lessons have a lot of advantages. They can make curriculum alignment easier, and can keep pupils' attention, not least as the teacher has more control over the learning environment. But live lessons are not always more effective than asynchronous approaches.

There are some specific difficulties in doing live lessons. It can be hard to build in interaction and flexibility. This means that giving feedback can actually be less effective than when we use recorded lesson segments followed by interactive chats, or tasks and feedback. Using recorded lessons produced externally can allow you to easily draw on high-quality lessons taught by expert subject teachers. The challenge here can be to make sure they are integrated with the curriculum.

Because evidence suggests that concentration online is shorter than the length of a typical lesson, filming a classroom lesson may be ineffective.

Different approaches to remote education suit different types of content and pupils. Mixed models may be effective in some cases. For example, you could use the so-called 'flipped learning' model. In this, new content is taught through an asynchronous recorded lesson. Practice, tutoring and feedback are then done synchronously.

7: Engagement matters, but is only the start

It's harder to engage and motivate pupils remotely than when they are in the classroom. There are more distractions, and as a teacher you're not physically present to manage the situation. Communicating and working with parents, without putting an unreasonable burden on them, can help support home learning.

A lot of attention has been paid to ways in which online education can be made more engaging. For example, we can make sure different types of tasks and activities are alternated, or build in rewards and incentives to make learning more 'game-like'.

While it is important to engage pupils, this is only a precondition for learning, not the thing itself. There is only so much a teacher can do to engage pupils remotely. We therefore need to make sure that efforts to engage don't distract us from teaching the curriculum. We also need to check whether pupils have actually learned the content we want them to through assessment.

Engagement increases when pupils feel part of the school or college community. Whole-school digital assemblies and feedback, for example through newsletters to pupils and parents, can help them feel part of the community even when learning remotely.

More resources on remote education

There are a number of useful resources to help you with remote education, including:

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As we move into a third national lockdown, with remote education for most pupils once again the default, we are of course very aware of the heroic efforts of leaders, teachers and staff in developing remote education. Likewise, we know there are difficulties and challenges that schools, colleges and teachers face in doing so.

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Good practice guide on supporting students remotely

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Ofqual: Functional skills mathematics guidance 

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Ofqual: Functional skills mathematics guidance 

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28 June 2018

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Raising Excellence in Maths portal

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This exhibition site brings together a wide range of resources for maths available on the Excellence Gateway including guidance for teaching learning and assessment, leading and managing maths provision and access to the most current CPD packages offered by the Education and Training Foundation (ETF).

The Education and Training Foundation's maths and English Shaping Success offer includes a variety of different courses to support effective teaching of maths and English for teachers of GCSE, Functional Skills, apprenticeships and study programmes as well as targeted courses and webinars to support personal skills and teaching approaches. The Shaping Success offer provides cutting edge support for all practitioners in the FE sector - with Regional Specialist Leads providing advice and guidance, whilst identifying the best options available for organisations and individuals.

Other ETF support for maths and English includes:

Providers can also engage with ETF's dedicated team of specialists to receive a maths and English strategic support visit to identify high-level areas of need. To discuss a strategic visit, please contact Fleur Dewar

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This exhibition site brings together a wide range of resources for maths available on the Excellence Gateway including guidance for teaching learning and assessment, leading and managing maths provision and access to the most current CPD packages offered by the Education and Training Foundation (ETF).

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National Numeracy - Charity Empowering the UK with Numbers

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We are a UK charity committed to building the nation’s number confidence and skills. Find out how we can support you and your family!

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Maths Resources

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Resources to support GCSE maths and functional skills maths

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Link to a Padlet with the LLN Embedded Learning Resources

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We invite you to comment on tools, share and make suggestions for further uploads. Thanks!

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Education Support Partnership - the mental health and wellbeing charity for education staff

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We are the only UK charity dedicated to improving the health and wellbeing of teachers, teaching assistants, headteachers, lecturers and support staff in schools, colleges and universities.

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Many of us are working from home at the moment. For some of us this is nothing new and we know how to make this work for us. For others, this will be a new experience and may be quite unsettling. Home working can be really beneficial as it can remove a stressful commute, reduce our carbon footprint through reduced travel and increase productivity as you can work at a rhythm that suits you. The important thing to remember is that it isn't the same as being at your organisation with your colleagues. You won't have the cues at lunchtime and the end of the day to stop working; you won't have those incidental chats in the kitchen and you won't have to walk to the carpark, bus or train. So here are some things to think about:

make sure you take regular breaks

stand up and stretch regularly

go for a walk between meetings

check in with colleagues via technology as much as benefits you.

Mental Health at Work and the Mental Health Foundation have produced resources to help you to work from home to check these out too. And remember to be kind to yourself and others as we get used to this new way of working.

Living and working in the twenty-first century can leave you feeling frazzled. And if you're working in Further Education (FE) supporting learners to achieve their aspirations, developing the skills for the future workforce and coping with the demands of the workplace, this is particularly so.

The Education and Training Foundation's purpose is to develop great teachers in outstanding organisations and this wouldn't be possible without being mindful of the emotional wellbeing of the workforce to ensure they take care of themselves and their learners. Indeed, in our recent training needs analysis of the further education and training needs sector, 21% of people indicated they would like mental health training in the coming year. The key driver of demand for mental health training is the perception that mental health issues amongst learners are becoming more frequent.

There are many expert organisations with a range of support for the workforce to tap into and we are developing partnerships to ensure that those working in FE can benefit from this support.

Education Support is the only charity that supports the mental health and wellbeing of all education staff. They offer a free and confidential helpline which is available 24/7 and staffed by qualified counsellors as well as grants to those experiencing a financial crisis. In October 2018,they released the findings of their survey into the mental health of the education sector which includes responses from people working in the Further Education and Training sector.

The Education and Training Foundation (ETF) then commissioned the Education Support in February 2019 to help them investigate the current levels of staff wellbeing in the post-14 workforce. The aims of the research were to identify and measure current levels of staff wellbeing in the sector; to identify specific groups of staff at different career stages who have the highest risk of poor wellbeing; and to understand the work-related and personal factors impacting on wellbeing. Read the full report on the ETF's Research page.

You might also like to take a look at the Mental Health at Work gateway which is an amalgamation of the most effective resources to support mental health and wellbeing in the workplace. You can filter by sector including education and teaching to find the most relevant resources.

For organisations offering apprenticeships, you will find modules on promoting positive mental health for all as part of the equality, diversity and inclusion course on Foundation Online Learning (within the Future Apprenticeships area).

Our Associate, Neil Bates, wrote about the importance of mental health support for leaders - read his FE Week article.

Finally, we all know the positive impact of learning upon mental health and emotional wellbeing, and findings from the recent study into the impact of adult and community learning reinforce this message. You can read the findings.

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Many of us are working from home at the moment. For some of us this is nothing new and we know how to make this work for us. For others, this will be a new experience and may be quite unsettling.

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West Midlands Centre for Excellence in Teacher Training

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West Midlands Centre for Excellence in Teacher Training

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Skip to main content Skip to navigation

News

Tuesday, June 30, 2020
See reports and resources shared by Professional Exchange groups
Tuesday, May 26, 2020
Professional Exchange groups 2019-20 start sharing their findings
Tuesday, April 5 2020
Case study shows benefits of attending Teaching Functional Skills course
Thursday, April 2, 2020
New webinar versions of Teaching Functional Skills Maths and English courses available now
Wednesday, March 11, 2020
Fully-funded T Level courses in embedding English, maths and digital skills available to book in Walsall, Chesterfield and Gloucester
Friday, January 24
New training opportunities for future T Level providers available now
Wednesday, January 15
FREE places available on Teaching Functional Skills courses in Worcester, Surrey and Essex
Friday, October 18
New Professional Exchange research groups recruiting now
Thursday, October 17
Places available now on Teaching Functional Skills courses in Nottingham, London and Worcester
Wednesday, August 6
Discover training opportunities in the T Level Professional Development offer
Monday, July 22
Host a Teaching Functional Skills maths or English course in 2019-20 - information here
Friday, May 7
Learn from research done as part of the Professional Exchange project

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West Midlands Centre for Excellence in Teacher Training

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Skip to main content Skip to navigation News Tuesday, June 30, 2020 See reports and resources shared by Professional Exchange groups Tuesday, May 26, 2020 Professional Exchange groups 2019-20 start sharing their findings Tuesday, April 5 2020 Case study shows benefits of attending Teaching Functional Skills course Thursday, April 2,

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New Approaches to Assessment and Tracking

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New Approaches to Assessment and Tracking

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Assessment for Learning: Effective Practice Guidelines

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Assessment for Learning: Effective Practice Guidelines

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ALLOCATE SUFFICIENT TIME

How? - Allocate time in sessions for learners to: record and reflect on the purpose and personal implications of their learning
goals; monitor and evaluate their own progress and to seek help when needed; update personal progress records. Allocate time for practitioners to review and validate these.

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How? - Allocate time in sessions for learners to: record and reflect on the purpose and personal implications of their learning goals; monitor and evaluate their own progress and to seek help when needed; update personal progress records. Allocate time for practitioners to review and validate these.

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Subject Content Document for the Reformed FS English Qualifications

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Subject Content Document for the Reformed FS English Qualifications

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Link to a Padlet with sample papers from all Awarding Organisations

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Home page

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Excellence Gateway Feedback Survey

We are constantly seeking to improve the service we offer and we would be grateful if you would take a few minutes to complete this short survey to provide feedback to us on the ease of use of the Excellence Gateway and usefulness of the resources on it.

Welcome to the Excellence Gateway

The Excellence Gateway is the Education and Training Foundation's resources portal where you can search for or browse and then filter over 7,500 resources, covering a broad range of topics and including guidance, effective practice, teaching materials, research and CPD materials.

Note: Many of the resources contained here have been migrated from legacy sites that are now closed. These resources may contain useful information and ideas but references to policy etc will be dated. Please bear this in mind when viewing older resources. The date the resource was created is shown in the search results.

Search for resources

You can find resources:

using the search box above to find a specific resource by title, or to search for resources on a particular topic

using the Discover resources filters on the right hand side to browse by theme, subject area, audience etc

Click here for hints and tips on searching.

Save your favourites - You can create an account on the Excellence Gateway and then save your favourite resources in My Collection for future use.

Need help. Contact us using the form available here.

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You can find resources: using the search box above to find a specific resource by title, or to search for resources on a particular topic using the Discover resources filters on the right hand side to browse by theme, subject area, audience etc Click here for hints and tips on searching.

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Downloadable pdf format

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In 1869 the Russian chemist Dmitri Mendeleev developed the first version of the now very familiar table of chemical elements. This showed all the elements that were known at that time and some that were discovered later. The elements are shown in order of increasing number of protons in the nucleus, starting with Hydrogen (H) which has one proton. The rows and columns are also arranged to highlight families of elements with similar chemical properties, including for example their propensity to interact, or not, with other elements.

These chemical properties recur as the similarities in electron and proton patterns recur, hence the adjective 'periodic'. Thus the position of an element in the periodic table tells you a lot about how that element is made and how it behaves.

The same is true of the Sound Foundations chart. I don't want to push the likeness too far, but there are some similarities which may help us to think about it in productive ways. For example, the rows and columns on the Sound Foundations chart tell you a lot about:

Families of sounds with qualities in common (vowels, diphthongs, consonants, semi-vowels etc)

How a sound is made (lip rounding, glides, fricatives, stops, nasals, liquids, voice, length etc)

With which parts of the mouth and articulatory mechanism it is made (tongue, teeth, lips, voice, nasal etc)

Where it is made (lips, teeth, palate, front, back, high, low, etc)

And just as the chemical elements exist sometimes on their own though usually in multiple combinations as molecules and compounds, so too the (elemental) sounds /phonemes are used sometimes on their own (I, oh, mm, ah, or, er, shhh, etc) but mostly in combinations of clusters, syllables, words and connected utterances.

The Periodic Table of Elements aims to show all possible elements. It is the same in all countries and probably on Mars. A Periodic Table of Sounds could perhaps aspire to show all the sounds in different languages, or all the sounds included in the International Phonetic Alphabet (IPA). However it is of greater use to learners and teachers of a particular language to have a table of just the sounds of that language, and even then not all the sounds (allophones) are needed, but only the sounds that lead to a difference of meaning (phonemes). Thus a Sound Foundations chart can be made for individual languages and varieties of that language.

You'll find Sound Foundations charts for British English and for American English on the right of this page. And see the book Sound Foundations (Macmillan ELT) for additional French and German charts.

Finally, the periodic Table of Elements is beautiful to behold, it simply looks good and triggers curiosity, which I believe can also be said of the Sound Foundations chart.

For other strikingly different and beautiful presentations of the Periodic Table of Elements click here: http://en.wikipedia.org/wiki/Alternative_periodic_tables. And for more info on the periodic table itself, click here: http://en.wikipedia.org/wiki/Periodic_table

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In 1869 the Russian chemist Dmitri Mendeleev developed the first version of the now very familiar table of chemical elements. This showed all the elements that were known at that time and some that were discovered later. The elements are shown in order of increasing number of protons in the nucleus, starting with Hydrogen (H) which has one proton.

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Excellence Gateway exhibition site

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Special Educational Needs and Disability

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This site brings together some of the most effective materials available on the Excellence Gateway, as well as brand new material. This site will be of interest to teachers, support staff, managers and leaders, working in the FE sector, who want to improve the outcomes for learners with SEND.

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- this online resource complement the phonics training courses that are available

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ccConsultancy - SET001_PhonicsToolkit_V5 - Page 1 - Created with Publitas.com

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POST-16 PHONICS APPROACHES: A TOOLKIT PRODUCED BY UCL IoE AND ccCONSULTANCY FOR THE EDUCATION AND TRAINING FOUNDATION ETFOUNDATION.CO.UK

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ETF Portal

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In 2019-20, we launched our flagship Centres for Excellence in SEND offer and by March 2020, over 700 of you had joined the Centres to access support. We're delighted to announce that the Centres for Excellence in SEND will continue in 2020-21.
Centres for Excellence in Special Educational Needs and Disabilities (SEND)
Our three national Centres for Excellence in Special Educational Needs and Disabilities (SEND) offer expert support for leaders, managers and practitioners who wish to put learners with SEND at the centre of their organisation.

Corrienne Peasgood, City College Norwich, Mandie Stravino, Derby College and Dr Paul Phillips, Weston College offer free confidential, one-to-one support to leaders who are striving to make their own organisations more inclusive and successful. Managers and practitioners should tap into the support offered by each Centre's communities of practice.
SEND area on the Excellence Gateway
By March 2020, almost 70,000 people had accessed the SEND area on the Excellence Gateway. The SEND area is the one stop shop for all the resources we've produced together or you've told us are useful since the inception of the ETF's offer for Special Educational Needs and/or Disabilities (SEND) in 2015. If you haven't already, please do take a look. The site is updated regularly with new resources, news and events and training opportunities.

We are continuing with our Essential SEND Managers and specific needs programmes as inhouse offers and are currently working on developing online versions of these programmes so that you can access learning at your desks.

Further support and free toolkits can be also accessed on Foundation Online Learning, including a self-assessment tool for practitioners and organisations, guidance regarding best practices for supporting dyslexic learners and The Right Place toolkit developed in partnership with Royal Mencap Society to help learners secure the most meaningful work placements. So that you can support your learners to achieve their career aspirations you should check out IAG Skills which brings together into one place the information that career practitioners need to offer support to learners with SEND. The Sources of Support toolkit provides further information on helping SEND learners achieve their aspirations, including information on access to work, traineeships, supported internships, etc.

And don't forget that many of our courses offered via other programmes might benefit you so do keep an eye on our booking system for new dates.
Download the SEND brochure.
If you have any questions or there is something you would like us to offer, please contact Teresa Carroll.

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Special Educational Needs and Disabilities (SEND) Resources

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In 2019-20, we launched our flagship Centres for Excellence in SEND offer and by March 2020, over 700 of you had joined the Centres to access support. We're delighted to announce that the Centres for Excellence in SEND will continue in 2020-21.

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CPD in Further Education - The Education and Training Foundation

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Continuing Professional Development (CPD) training courses and resources for staff in Further Education and Training.

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Essential Digital Skills | Enhance Digital Teaching Platform

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Taking learning to the next level - the Enhance Digital Teaching Platform for teachers and trainers in the FE and Training sector

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Support for the EDS Professional Development Programme

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Support for the EDS Professional Development Programme

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CPD Programme Support | Enhance Digital Teaching Platform

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Taking learning to the next level - the Enhance Digital Teaching Platform for teachers and trainers in the FE and Training sector

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Online Level 5 CPD module Functional English

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Online Level 5 CPD module Functional English

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New link to follow