This module extends the face-to-face English Research Excellence (ERE) Programme training, building on the investigative, problem-solving approaches teachers explored in the 4M framework (Motivation, Metacognition, Mastery, Mobilisation). It provides evidence-based, immediately usable strategies for teaching vocabulary to 16-19 year-old GCSE English resit students in FE settings.
Learning Outcomes
By the end of this module, teachers will be able to:
- Use morphology strategically to help resit students decode unfamiliar words, improve spelling accuracy, and expand academic vocabulary needed for GCSE English
- Teach word mapping techniques that make connections between word families visible, supporting both reading comprehension and precise written expression
- Apply memory strategies grounded in cognitive science to ensure vocabulary learning sticks and transfers from classroom activities to exam performance
- Adapt morphology instruction to support SEND learners (particularly those with working memory difficulties or dyslexia) and disadvantaged learners with vocabulary gaps
Target Audience
Teachers of 16-19 year-old GCSE English resit students in Further Education settings who have completed the English Research Excellence (ERE) Programme face-to-face training. The module assumes familiarity with the 4M framework and investigative teaching approaches introduced in that training.
Connection to Programme Outcomes
This module directly supports the ERE Programme’s core outcomes:
- Increase progression toward/achievement of Level 2 English by age 19 – vocabulary teaching improves comprehension and written expression
- Raise teacher confidence and classroom implementation – provides concrete, evidence-based strategies
- Improve engagement and confidence for disadvantaged/SEND learners – includes explicit adaptations and inclusive teaching approaches
