To assist with the delivery of our qualifications we have produced the following whitepapers and guides:
More information and links to download the documents are provided below.
This white paper combines the experiences and expertise of Newcastle College, Gateway Qualifications, Code Institute and South East LEP to provide a roadmap for FE colleges to ramp-up delivery of in-demand skills that lead to employment.
The guidance will support providers to:
- implement a practical response to the depth of the jobs crisis created by Covid and Brexit
- meet local tech employer demands for skilled developers in under a year
- learn more about the innovative technologies and approaches that enable colleges to respond with agility
Planning, delivering and assessing holistic learning programmes
This guide is for teachers and curriculum managers in further education and skills settings and explains what holistic learning means and how it can be used to benefit young people on study programmes and adult learners on a variety of different types of programme.
This guide is for tutors who want to develop their learners’ digital skills through ESOL learning using a range of engaging activities that will also support language progression.
The guidance will support tutors to:
- consider how ESOL learners can develop digital skills through their English learning based on the new National Standards for Essential Digital Skills and how digital activities can support language learning
- plan learning activities across a range of contexts that will support learners’ digital skills to match the new standards
An estimated one in five adults lack basic digital skills. To address this skills gap, from August 2020 the Department for Education (DfE) is introducing an entitlement for adults to fully-funded digital skills qualifications.
This short guide looks at these standards and how the new qualifications are being developed, and it also includes a handy checklist to help ensure you are ready to deliver them!
This guide is for tutors who are specialists in subjects other than English and maths, but who want to support their learners to develop these skills within the sessions they are leading.
The guidance will be of particular interest to:
- vocational tutors delivering courses at Entry 3 – Level 2
- tutors working with learners with special educational needs and disabilities (SEND) at primarily Entry and pre-Entry level
This guide is full of useful tips on how to effectively embed English into vocational subjects and employability courses to meet ESOL learners’ needs.
The guide will be of particular interest to:
- ESOL tutors delivering courses at Entry 1 – Level 1
- vocational tutors delivering courses at Entry 3 – Level 2
- tutors delivering courses designed to improve both employability and English skills for ESOL learners working at Entry 1 and Entry 2.
Download this guide to help you understand the qualifications we offer which cover aspects of Personal Development, Behaviour and Attitudes as described in the 2019 Ofsted Education Inspection Framework (EIF).
After reading this guide, you will be able to make informed decisions about:
- Whether or not qualifications would be right for your learners
- Which qualifications might be most appropriate
- How to use qualifications alongside other activities to support learners
As providers, you have a vital role in supporting the welfare of learners. You not only offer support, guidance and protection but also help learners develop the understanding and skills to take responsibility for themselves.
This guide is designed to support staff with responsibility for curriculum to consider the different options for developing learners’ understanding and skills in these areas. It will also be of interest to staff who lead on safeguarding, Prevent, and student welfare.
T Levels are key to the Government’s agendas for technical education reform. T Level programmes will be level 3 study programmes for 16-19 year olds to gain the skills and knowledge to succeed in their chosen career path.
This guide looks at the recently published Education and Skills Funding Agency (ESFA) document on T Level Transition Programmes and provides advice and guidance on developing a suitable programme.
The Adult Education Budget (AEB) funds qualifications and programmes for learners in England aged 19 years and above.
This guide looks at how AEB funding works, how to fully utilise your AEB allocation, some other opportunities for adult funding and a handy checklist of our top tips.
Developing active learning skills for learners working from pre-Entry to Level 1
Enabling learners to take a more active role in their learning gives them a greater sense of agency and control. Being more involved in their learning can help motivation and raise aspirations. Learners working at all levels are capable of playing a part in the learning process. While the skills needed to actively engage in learning are often not explicitly taught, for learners working at lower levels and particularly for those with learning difficulties and/or disabilities, it can be helpful for teachers to consciously build these skills in their learners.
This resource will help you identify how engaged learners currently are in their learning and develop ideas for new ways or next steps for developing individual learners’ learning skills.
Delivering Your Pre-Access Provision
Discover how you can use our Pre-Access qualifications to meet your learners’ needs with our free Delivering your Pre-Access Provision whitepaper. Developed for curriculum managers and teachers, this whitepaper will help them to:
- understand Gateway Qualifications Pre-Access qualifications
- select the appropriate Pre-Access qualifications for their learners
- plan and build their Pre-Access programmes, using Gateway Qualifications Pre-Access qualifications
Bite-sized English and Maths Qualifications
When looking for a suite of bite-sized English and maths qualifications to help learners as they progress towards a GCSE or Functional Skills, you need to find multiple purpose qualifications that offer coherent chunks of learners to enable learners to focus on specific areas of weakness and enable providers to select the most appropriate level of qualification to match the learner need.