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¾ use of ‘plan, do and review’ activities ¾ development of front-end provision to develop key skills

¾ use of formative assessment techniques in concrete and relevant activities, to help develop learners’ motivation and learning (‘ what skills are related to what activities’?)

¾ supported self-assessment using computer-based methods where appropriate and possible

¾ group size small enough for teachers to give effective individual support and feedback, and to relate their teaching to the concrete experiences, vocational programmes and workplaces of learners

¾ The learning environment can motivate or demotivate learners. It needs to be of a high quality, stimulating, supportive and quite different from the types of environment that learners might associate with prior school experiences

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