2C: How is success in teaching, training and learning recognised?

Lessons have clearly set objectives and are matched both to the national curriculum and the needs of individual learners. Teachers plan their teaching carefully and make good use of lesson plans and course outlines. Many tutors make good use of ICT to enable learners to word-process their work. Learners work well in groups and pairs to develop good oral and listening skills. Tutors make good use of learning materials appropriate for adult learners [and] conduct particularly good reviews of learning at the beginning and end of group sessions.

In some [ESOL] lessons, learners carry out relevant role play activities. For example, in one session, learners progressed from talking about their own health to talking about their child’s health with other learners.

Schemes of work in the ESOL programme are well planned and detailed, have a clear focus on the acquisition of specific language structures and skills, and are cross-referenced to the core curriculum. Plans also link structures to possible topics, situations and functions which may be used in the lessons to give a context to the language. These schemes of work show a detailed understanding by teachers of the technical aspects of the language and of the requirements of the new curriculum.

In many lessons, learners develop a good understanding of language structure which helps them develop their language competence. The variety of teaching methods and resources used retains learners’ interest and provides good opportunities for learners to practise.

The most effective learning sessions use the interests of the learners as the context for learning. For example, in one class, the group is using crime prevention as a theme for the development of their basic skills.

A summer school linking art with basic skills led to a group painting a mural in a primary school where one of the group members is a caretaker. Members of the group then wrote about their experiences and used ICT to produce a booklet and scan in photographs of the mural. The tutor involved wrote standards for the activities and submitted them to an awarding body so that the learners could be accredited for their work.

[ESOL] students are constantly encouraged by the staff to build their confidence by applying their language skills in new situations. Skilful lesson-planning maximises the opportunities for students to help each other learn...Teachers demonstrate their commitment to equal opportunities by drawing upon students’ differing experiences and backgrounds in lessons.

[ESOL] teachers often use real-life examples effectively. During one lesson, a recycling theme was used to help students gain oral practice in the use of ‘some’ and ‘any’ whilst describing the contents of their refuse bins. Reading and listening activities followed, using an article on recycling from a local newspaper.

[Volunteers] help learners to effectively develop their written work and encourage small group discussions. The work of the volunteers helps learners develop confidence and self-esteem. Volunteers and paid tutors work together well as teams. For example, in one lesson the tutor provided in-depth individual teaching to less confident learners while volunteers worked with those learners who were able to work more independently.

The learning centres have a good range of materials, colour-coded by level to encourage students to learn on their own. There are useful materials available to staff and students on the college intranet.

Initial assessment is good. All learners have an individual initial counselling interview where they discuss their learning needs and complete a short assessment. Learners are able to ask questions and are directed to an appropriate class. The learner then receives an initial assessment from the tutor. Initial assessment materials have been standardised.

The initial assessment of learners’ needs is well planned and thorough. Following an initial interview with a member of the ESOL team, learners are placed on a programme at a suitable level. The course tutor then carries out a more detailed assessment of language learning needs and conducts a further interview to determine the learners’ individual language learning goals which are recorded on the individual learning plan, and used to plan the teaching and review progress.

Teachers set homework regularly and give good feedback on learners’ work. This enables the more able students to correct their own mistakes.

There is good monitoring and recording of students’ progress from the first contact to an individual assessment and subsequently through diagnostic assessment, attendance records, progress reviews and accreditation of work.

In [...] foundation programmes, learners with learning difficulties and/or disabilities are well integrated with classes. The befriending system provides additional support in classes, enabling tutors to concentrate on learning activities. Additional learning materials are available in Braille, large print or on coloured paper on request. Hearing loops are installed in the main adult education centres.

Literacy and numeracy tutors effectively integrate ICT into lessons to develop literacy skills. In ESOL and family learning, games are used to develop skills and knowledge that learners can use with children.

Extensive learning resources enhance foundation programmes. Learning centres are well-equipped and teaching staff make good use of the IT resources to develop learners’ literacy and numeracy skills and to introduce them to computing.