Blog

T Level Lead in Construction Gear

Q&A with a T Level Lead: “Share your knowledge and enthusiasm with others”

In this Q&A blog, we speak to Simon Parker, Construction and Engineering T Level Lead at South Essex College, about his delivery experience so far, and why he believes the ETF’s Networks are vital for collaborating and overcoming any challenges faced.

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Students in a classroom.

Action research: Coaching to build maths students’ confidence

Rosie Sharp, Director of Quality, Faculty and Higher Education at Fareham College writes about coaching to build maths students’ confidence.

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Learners in classroom

The benefits of coaching for Mathematics GCSE-resit students: Cambridge Regional College

Julie Savage and Georgina Norris from Cambridge Regional College discuss the benefits of coaching for mathematics GCSE-resit students.

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Mark Wright portrait

Strength in FE diversity

Mark Wright, the ETF’s Director of Development and Evidence, looks at the value of the FE Four Nations Alliance and how the ETF is building on its work to help sector leaders respond to the challenges they face.

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Teacher with ESOL students

Maths in Newham – the community is the college

How does Newham College perform so well in Maths? Read about there focused support for ESOL and EAL students.

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Sally Betts

Why I want to help teachers deliver Essential Digital Skills

In #GetOnlineWeek, Sally Betts from Ideas4Learning, trainer on the Education and Training Foundation’s Essential Digital Skills Programme, talks about the ‘How to Teach Essential Digital Skills’ CPD series and why it matters.

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Paul Kessell - Holland

Celebrating T Levels one year on

In this blog post, Paul Kessell-Holland, National Head of Curriculum Design Projects at the Education and Training Foundation (ETF), reflects on the first year of T Level delivery.

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Teacher and students at a PC

#APConnect – Year 4: The Skylark Pathway

A preview of the distinctive Skylark pathway, part of the Education and Training Foundation’s Advanced Practitioner (AP) programme, which encourages participants to grow as leaders and create their own constellations.

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Student in the classroom with a laptop wearing a mask

CfESEND blog: Remote student engagement – Lessons from lockdown

In this blog Lucy Hancock, Curriculum Projects Coordinator, Newcastle Stafford College Group (NSCG) talks about using technology in the classroom and how to achieve the right balance between on-line and ‘in person’ support for students learning maths.

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teacher and learner with SEND

CfESEND blog: New beginnings: together we are better!

In this blog Sam Mayhew, Dean of Faculty at Weston College, reflects on the previous year and how both teachers and learners rose to the pandemic’s challenges.

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Teacher is explaining something to students

CfESEND blog: Fresh starts: the phenomenon of education, teaching and learning

In this blog Pete Benyon, Project and Delivery Manager at Derby College Group (DCG), discusses how every teaching and learning relationship needs to begin with a fresh start.

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Teacher with students

CfESEND blog: New beginnings at City College Norwich (CCN)

In this blog Elaine Dale, Director of SEND at City College Norwich (CCN), tells us how to ensure learners settle well into college life

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Education and Childcare students in class

A celebration of T Levels: one year on

In this blog, we hear from some of our Area Relationship and Development Leads (ARDLs) as well as further education staff and learners about celebrating the first year of T Levels.

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Essential Digital Skills promotional graphic thumbnail

Supporting your Essential Digital Skills delivery

ETF National Head of EdTech and Digital Skills Vikki Liogier profiles the Education and Training Foundation’s support for those involved in the delivery of Essential Digital Skills.

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learners using computers

Designing tasks for Desmos Classroom

An increasingly well-known example of classroom technology for teaching maths is Desmos Classroom. However, Desmos classroom can be used in a range of contexts. Teachers from CfEM colleges and their partners who took part in the action research professional development in 2020-21 experienced using it from the perspective of a ‘student’, to complete pre-session activities.

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