The whole solution to maths
and English measures
Susan Salter
Nick Holbrook-Sutcliffe
OCR’s Whole Solution to
maths and English
IA/DA
Cambridge
Progression
Functional
Skills
(underpinning
skills)
(Problem
Solving)
GCSEs
English &
maths
Core maths
A-levels
English &
maths
This session is about –
Two new OCR delivery models to support English
and maths skills for learners who have not
achieved their A-C GCSE by age 16
• Project Approach Resources
• TiME e-resource
Present landscape
• 2014 – 27% school leavers did not achieve an A to C – GCSE English
• 2014 – 31% school leavers did not achieve an A to C GCSE maths
• 2014 - Post-16 re-takes38% achieved GCSE English
39 % achieved GCSE maths
• It is difficult to engage learners in English and maths post-16 unless
they feel it is going to be relevant to their lives
• There is a significant shortage of tutors in post-16 education who
are knowledgeable and well-skilled enough to deliver English and
maths from E1 to L2
Main issue
• Learners are not achieving a Level 2 in their
English or maths because they are not secure
in their Level 2 underpinning skills
Action!
• In 2010, we began development of our
Cambridge Progression qualifications
OCR Stepping Stone qualification
- 58 fully funded bite-sized units from E1 to L2
- Designed for 16-19 and post 19
Making English and maths relevant to
post-16 learners
‘embedding’
‘contextualising’
‘supporting English and maths skills in vocational
programme’
Issue –
• English and maths tutors/vocational tutors don’t
always want to work together
• Lack of time/funding to develop programmes and
materials
‘Project Approach’
• Ask centre for relevant topic
• Choose suitable Life and Living/Employability
qualifications and layering together with appropriate
Cambridge progression qualifications to support the
English and maths skills
• Write relevant resources that meet vocational and
English and maths assessment criteria
• Produce a coherent series of relevant activities which
focus on learning rather then focusing on teaching each
individual assessment criteria
The Project Approach resources
•
•
•
•
•
•
•
•
•
Rye Hill Prison – E3 Moving towards wise use of leisure time
St Mungo’s – E3 Pre-employment skills
Lowdham Grange Prison – L1 Moving into the Community
KsenT – E1 – Let’s Shop and Cook!
Financial Capability
Family Literacy
Entrepreneurship
?
?
TiME
Nicholas Holbrook-Sutcliffe
Welcome
Nicholas Holbrook-Sutcliffe
1.
2.
3.
4.
5.
6.
Why we developed a platform
Considerations
What does the platform do
How does it do it
What do the users think
Q&A
Starting Point
 The sector is under pressure to be more efficient and
more effective – to do more with less
 Ofsted are being relentless about English and Maths
 E&M results are an area that we have all attempted to tackle.
Unfortunately this was not effective in 2014-15.
 Do we feel that 2015-16 will bring about greater success?
Question:
What are the barriers to increasing outcomes for M&E?
1………….
2………….
3………….
Design outline

Assessment & Diagnostic
 Must incorporate diagnostic directly

Ability of vocational teams
 Cannot de-professionalise but must

Consistency of delivery
 Must be simple and contain everything

Motivation of students
 Must encourage and reward

M&E in context / Relevance
 Needs to be adaptable

Nature of delivery (differentiation)
 Needs to deliver to different levels at

Access
 Technology and educational need

Time / Funding
 Offer more time, without more cost
empower
required to deliver
participation?
same time – offering revision units
Welcome to
a platform delivering blended and online programmes
for training providers, schools and colleges
https://youtu.be/iCnDxgyR5z0
Multi-level learning with adaptive initial assessment and diagnostic
Media-rich environment
Online collaboration and rewards
Support for teachers to deliver National qualifications
Multi-level learning with adaptive initial assessment and diagnostic
 The layout is clean and
clear.
 Candidates all begin with
EL3 questions.
 Their pattern of responses
dictate what set of
questions they’re given
next.
 By the end of the test, a
peaky profile of individual
skills levels has been
produced.
time.ocr.org.uk
Multi-level learning with adaptive initial assessment and diagnostic
A results page showing E3 in all three areas: the candidate is
therefore working towards L1
The assessment offers an over-all level and levels by sub-skills.
Media-rich environment
https://youtu.be/OBR0qCHYwyk
Video mini-series provide contexts for learning
Media-rich environment
https://youtu.be/bMJfJc8fv4s
https://youtu.be/8sfVt6n2hHE
Animations to reinforce concepts & explanations
Online collaboration and rewards
The course platform
is Moodle-based, so
clear and
straightforward.
Initial Assessment for
blended learning
maths & English courses
Supporting teachers to deliver National qualifications
Transcripts, lesson plans and mapping to Assessment Outcomes provide detailed
support for tutors.
Tutors’
assessment
tools are
straightforwar
d
Dashboards give
quick access
Initial Assessment
forto
data
blendedstudent
learning
maths & English courses
What do the users think?
https://youtu.be/_QavhXTIkRo
Multi-level learning with adaptive initial assessment and diagnostic
Media-rich environment
Online collaboration and rewards
Support for teachers to deliver National qualifications
What would you like it to do?
78% 65%
Thank you
http://time.ocr.org.uk