ScreenSkills mentoring form

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• Coventry AES EDS Report
• 1: Kendal College and South Lakes Community Learning
• 10a: Education and Training Collective
• 10a: Suffolk New College
• 10a. Essex ACL
• 10b: Haringey Adult Learning Service
• 10b: Leeds City College
• 10b. City of Bristol College
• 10c: Myerscough College
• 10c. Islington ACL
• 10d: NOVUS
• 11: Develop
• 11a: Newcastle College
• 11b: Springboard Sunderland Trust
• 11b. The Oldham College
• 11c: Sunderland College
• 11c. Hopwood Hall College
• 12: West Suffolk College
• 12a: Kirklees College
• 12a. Barnsley MBC
• 12b: Craven College
• 12b. Haringey ALS
• 12c: Gateshead College
• 12c. Westminster AES
• 12d: Warrington + Vale Royal College
• 13: Petroc
• 13a. Blackburn College
• 13b. Boston College
• 13c. ELATT
• 14: New City College
• 14a. BCOT
• 14b. City Lit
• 14c. Myerscough College
• 15: South Essex College
• 16a: Weston College
• 16b: Westminster Adult Education Service
• 17a: Essex ACL
• 17b: ELATT
• 18: Shipley College and Waltham Forest College
• 19: United Colleges Group
• 1a: City of Liverpool College
• 1a: South Devon College
• 1b: DevelopEBP
• 1b. South Essex College
• 1c: Brooklands College
• 1c. York Learning
• 1d: The College of West Anglia
• 2: Lakes College
• 20a: Hull College
• 20b: New College Durham
• 20c: Wakefield College
• 21a: Haringey ALS
• 21b: Islington ACL
• 22a: Macclesfield College
• 22b: Education and Training Collective
• 23: North Yorkshire County Council
• 25: Newcastle College
• 26: Bishop Burton and Riseholme College
• 27: The Sheffield College
• 28: Basingstoke College of Technology
• 29: College of West Anglia
• 2a: Suffolk New College
• 2a. NOVUS
• 2b: East Coast College
• 2b: NOVUS
• 2c: New College Stamford
• 2c: NOVUS
• 2d: Harlow College
• 3: Warrington Vale Royal College
• 30: Springboard Sunderland Trust
• 31: TCHC Group / All Trades Training Ltd
• 33: LTE Novus
• 34: Chesterfield College
• 35: City of Stoke on Trent Sixth Form College
• 36: Solihull College and University Centre
• 3a: Havant and South Downs College
• 3a. Macclesfield College
• 3b: Cambridge Regional College
• 3b. Newcastle City Learning
• 3c: Southend Adult Community College
• 3c. Northampton College
• 4: Sheffield College
• 4a: Leeds College of Building
• 4a: USP College
• 4b: Buckinghamshire College Group
• 4b: North Lincolnshire ACL
• 4c: Morley College
• 4c: Preston College
• 4d: The Sheffield College
• 5: Reaseheath College
• 5a: Community Learning Skills – Kent Adult Education Service
• 5a. Hull College
• 5b: Petroc
• 5b. Leicester College
• 5c: The Royal Borough of Kensington and Chelsea
• 5c. Lincoln College
• 6a: Burton and South Derbyshire College
• 6a: City of Liverpool College and Hopwood Hall College
• 6a: Greater Brighton Metropolitan College
• 6b: City Lit
• 6b: College of West Anglia
• 6b: Sheffield Lifelong Learning
• 6c: LSEC
• 6c: Suffolks New College
• 6d: New City College
• 7a: Bishop Burton College
• 7a: Cambridge Regional College
• 7a. Capel Manor College
• 7b: Bolton College
• 7b: City of Wolverhampton College
• 7b. Darlington College
• 7c: Burton and South Derbyshire College
• 7c. Reaseheath College
• 8: Mouton College
• 8a: Lakes College
• 8a. Chesterfield College
• 8b: Wirral Lifelong Learning Service
• 8b. NOVUS
• 8c. Strathmore College
• 9a: Grantham College
• 9a: University College Birmingham
• 9a. New College Durham
• 9b: Leicester College
• 9b: Sandwell College
• 9b. SAVTE
• 9c: Moulton College
• 9c: Northampton College
• 9c. Buckinghamshire College Group
• A Sense of Belonging
• About Us
• Academic and Practitioner-Led Research, We Can Learn From and Inform Both
• Accessibility Statement
• Accreditation
• Activities for supporting maths and English learners
• Andy’s Thinkpiece: Cultivating Change
• Anthology Editorial – Jean McNiff
• Assessment and Tracking Process
• Assessment and tracking progress (NTC)
• Breaking the cycle
• Cell-based prison education
• Cluster 1
• Cluster 10
• Cluster 11
• Cluster 13
• Cluster 14
• Cluster 15
• Cluster 2
• Cluster 3
• Cluster 4
• Cluster 5
• Cluster 6
• Cluster 7
• Cluster 8
• Cluster 9
• Contact
• CPD
• Developing an action research-based model for College-wide Professional Development
• Digital Literacies
• Digital Skills are Essential in a Global Pandemic (and Beyond)
• Draft AR template
• Editorial
• Empowering teaching and learning communities to promote equality and celebrate diversity
• Equality and Diversity
• Equality and Diversity statement
• ESOL
• Essential Digital Skills
• Evaluation
• Helping Learners Feel the Relevance of English
• Home
• How project mentors energise practitioner research
• Improving Learner Outcomes in GCSE Maths
• Improving Lives: exploring the effects of mindfulness training
• Inclusive Practice
• Initial and Diagnostic Assessment: effective approaches for adult and community learning.
• Jo
• L3 English Assessment
• L3 English Induction
• L3 English Reading
• L3 English S&L
• L3 English Writing
• L3 Maths Algebra
• L3 Maths Handling Data
• L3 Maths Induction
• L3 Maths Number
• L3 Maths Summative Assessment
• Level 3 Education and Training
• Level 3 English
• Level 5 Functional Skills English
• Level 5 Functional Skills English – pre-course activities
• Level 5 Functional Skills English – Session 1
• Level 5 Functional Skills English – Session 10
• Level 5 Functional Skills English – Session 2
• Level 5 Functional Skills English – Session 3
• Level 5 Functional Skills English – Session 4
• Level 5 Functional Skills English – Session 5
• Level 5 Functional Skills English – Session 6
• Level 5 Functional Skills English – Session 7
• Level 5 Functional Skills English – Session 8
• Level 5 Functional Skills English – Session 9
• Level 5 Functional Skills Maths
• Level 5 Functional Skills Maths – Pre-Course Activities
• Level 5 Functional Skills Maths – Session 1
• Level 5 Functional Skills Maths – Session 10
• Level 5 Functional Skills Maths – Session 2
• Level 5 Functional Skills Maths – Session 3
• Level 5 Functional Skills Maths – Session 4
• Level 5 Functional Skills Maths – Session 5
• Level 5 Functional Skills Maths – Session 6
• Level 5 Functional Skills Maths – Session 7
• Level 5 Functional Skills Maths – Session 8
• Level 5 Functional Skills Maths – Session 9
• Level 5 GCSE English
• Level 5 GCSE English – pre-course activities
• Level 5 GCSE English – Session 1
• Level 5 GCSE English – Session 10
• Level 5 GCSE English – Session 2
• Level 5 GCSE English – Session 3
• Level 5 GCSE English – Session 4
• Level 5 GCSE English – Session 5
• Level 5 GCSE English – Session 6
• Level 5 GCSE English – Session 7
• Level 5 GCSE English – Session 8
• Level 5 GCSE English – Session 9
• Level 5 GCSE Maths
• Level 5 GCSE Maths – pre-course information and tasks
• Level 5 GCSE Maths – Session 1
• Level 5 GCSE Maths – Session 10
• Level 5 GCSE Maths – Session 2
• Level 5 GCSE Maths – Session 3
• Level 5 GCSE Maths – Session 4
• Level 5 GCSE Maths – Session 5
• Level 5 GCSE Maths – Session 6
• Level 5 GCSE Maths – Session 7
• Level 5 GCSE Maths – Session 8
• Level 5 GCSE Maths – Session 9
• Mentors (private)
• Mentors: Bob
• Mentors: Claire + Vicky
• Mentors: Sue
• Mentors: Tricia
• Offender Learning
• OTLA 3 (North East + Cumbria)
• OTLA 6 (English)
• OTLA 6: Project 1
• OTLA 6: Project 10
• OTLA 6: Project 11
• OTLA 6: Project 12
• OTLA 6: Project 2
• OTLA 6: Project 3
• OTLA 6: Project 4
• OTLA 6: Project 5
• OTLA 6: Project 6
• OTLA 6: Project 7
• OTLA 6: Project 8
• OTLA 6: Project 9
• OTLA 7 Final bookings
• OTLA 7 Research bookings
• OTLA 7 Writing Workshop bookings
• OTLA 8 (English, ESOL + EDS)
• OTLA 8 (English, ESOL + Essential Digital Skills)
• OTLA 8 Event Landing Page
• Our Values Statements
• Partners
• Patterns and Reflections
• Practitioner Action Research and Professional Wellbeing
• Practitioner Research
• Practitioners Using Action Research to Develop their Distinctive Pedagogies
• Projects
• Projects
• Real Time Assessment
• ScreenSkills Forum
• ScreenSkills mentoring form
• SEND + Neurodiversity
• Step Forward: Closing the feedback loop through learner-generated targets
• Supporting construction trainers to develop their teaching skills
• Sustainability
• Synergy in learning: tutors and student support assistants (SSAs) working together to promote learner self-assessment
• The Action Research Forest
• The Greater Your Storm, the Brighter your Rainbow: Sharing Pots of Gold from the OTLA Programme in Lockdown
• Train the Trainer
• What have we learned from the North East and Cumbria collaborative projects?
• Claire C
• EDS Cluster 1
• Newcastle CL EDS Report
• OTLA 7 (English + maths)
• WAES EDS Report
• 24: Novus – HMP Liverpool
• EDS Cluster 2
• Manchester AES EDS Report
• Barnsley MBC EDS Report
• Haringey ALS EDS Report
• Islington ACL EDS Report
• Cluster 12