Outcomes and Impact

Teaching, Learning and Assessment

The impact of this project on teaching, learning and assessment can be seen in many ways. The first is improved relationships between vocational trainers and English teachers. Previously, the departments were noticeably separate both physically and collaboratively. Vocational trainers have been able to feel safe communicating their feelings toward English teaching: ‘I don’t think it would be fair on me or the learner to teach them something I’m not confident in myself’ [Appendix 7].

This has enabled bespoke CPD intended to improve confidence and adaptations to lesson scheduling to allow better use of available teaching time. It is now normal for vocational trainers to discuss their planning with English tutors to check that English has been included effectively. This has led to a greater focus on embedding English in vocational training and increased knowledge about it. There is now a bank of English resources for tutors and trainers to use that are directly related to the vocational subjects being taught. They include the use and spelling of technical vocabulary and exploration of texts that are used when working within the industries the learners are getting their qualification for [Appendix 8].

There is also now a much better understanding of vocational learners’ capabilities and attitudes towards English. There was a general assumption that learners chose vocational subjects because they were no good at or had no interest in learning English skills. While this may be true for some learners, the majority of those interviewed could clearly and articulately explain how English was relevant to their lives and how they used it before and while being in prison [Appendix 3]. Even if they said they preferred vocational subjects to English learning, and did not want to study it further, they could appreciate its importance. The learner contributing to Case Study Two who did not want to learn English said: ‘You use it for everything, don’t you? Even though you don’t realise it, you are.’ [Appendix 6]. This challenged vocational tutors’ statements such as ‘they would disengage’ or ‘I don’t think they would be bothered’ [Appendix 7] and led to the implementation of English drop-in sessions for vocational leaners who express a wish for this or who need to learn specifically identified skills.

Organisational Development

The main organisational change has been the development of English teaching alongside vocational training. Previously vocational trainers were expected to teach English to address mistakes made by learners, without being given appropriate training to do so. Vocational trainers now have a range of trialled resources to use and have been empowered to develop their own activities which teach English and vocational topics in parallel should this suit their cohort of learners [Appendix 8]. This was a result of listening to learners, vocational trainers and English tutors. Contributions to the development of English teaching were not limited to English tutors themselves: ‘I have put together some theory lessons that are based on my Level 1 course that will include them doing written work.’ [Appendix 6]. The professional standard of the building of positive and collaborative relationships with colleagues and learners was seen frequently throughout, with learners and vocational trainers giving insights that would not have been obvious to an English tutor planning alone [Appendix 4]. New perspectives were gained through detailed interviews with learners who had contrasting viewpoints [Appendices 1 and 6]. These led to the decision to set up English drop-in sessions for learners who want them or those identified by vocational trainers as needing to work on specific skills. These will be conducted by English teachers to cater for those learners who needed confidence in their tutor’s subject knowledge.

Findings from this project can be seen to link to those of OTLA 6 where a focus on spelling within vocational prison workshops was explored. Common themes across both pieces of research include the ‘how learners benefit from breaking words into syllables when learning spelling’ and ‘how improving the confidence of vocational trainers really helps if they are required to teach aspects of English’. ‘Encouraging staff to try a different approach within their delivery, coupled with the introduction of a new concept, has led to their improved confidence and autonomy…’ (OTLA 6 Project 10d Novus, 2020).

By recording reflections and feedback from learners and vocational trainers, it was possible to develop resources directly linking to work, enabling them to participate more confidently: ‘It would need to be fun and interesting’ and ‘Integrate it more into joinery’ [Appendix 6]. Trainers have been supported to think carefully about their approach to English and are now equipped to develop English resources to use alongside vocational teaching where appropriate. ‘I asked the learners about [my English resources] and the majority would be keen to do them, so I would be confident in delivering it that way.’ [Appendix 7]. This ensured the sustainability of learning from the project in conjunction with learner drop-in sessions.
This research would have been even better if its scope had not been restricted by physical limitations caused by environmental issues and Covid outbreaks which caused workshops and catering to be closed for many months. Despite gaining useful insights from activities that were trialled, more data could have been gathered if these were started sooner.

However, as this change in direction led to detailed insights from learner interviews, it is possible that the information seen in the case studies might not have been gained otherwise.

This project challenged the assumption that vocational learners have little appreciation of the relevance of English. Even the least receptive of learners could articulate the importance of using English for work and daily life. It highlighted the need for tutors to contextualise the teaching of English to maximise its meaning, impact and use for the learner and for vocational trainers to have tools to teach English (if they need them) in addition to the tools of their trade.