English and Maths
in study programmes
Ruth Perry
Achievement for All consultant
Natspec: High Quality Study Programmes event
9 June, 2014
Study programme requirements
Students who do not already have a GCSE A* – C grade
in Maths and/or English must work towards gaining these
GCSEs (or other qualifications that will act as a stepping
stone for achievement of these qualifications in time).
Students with a learning difficulty and/or disability need
not have their English and Maths learning accredited but
do need to have skills in these two areas included in their
programme, as relevant to their individual needs and
planned progression.
See
http://www.preparingforadulthood.org.uk/media/309641/factsheet_st
udy_programmes.pdf
Four key questions
What might
English and Maths
look like within
study
programmes?
What does
effective teaching
and learning look
like?
How can we
encourage and
monitor progress?
What are the
options for
recognising and
recording
achievement?
English and Maths: what might it look
like?
Encountering
experiences
Reflex
responses
Engaging with
objects and
environment
A level
syllabus
Key driver
Individual targets
Externally-set
learning outcomes
English and Maths: the current
curriculum
• Across the college, what English and Maths is
currently being taught within study programmes?
• Create a diagrammatic representation of your current
curriculum.
• Briefly explain your current offer to the rest of the table
• Consider together
– How much commonality is there? What are the common
elements? Do they provide the basis of a core curriculum
for some groups of learners?
– What are the key differences? What accounts for these?
English and Maths: what should we
cover?
Guiding principle:
The English and Maths content of a learner’s study
programme should be that which supports them to
achieve the positive progression they are seeking.
Effective teaching and learning:
general characteristics
• Equips learners for life in its broadest sense
• Introduces learners to key processes, big ideas, core language
associated with a subject
• Builds on prior learning
• Requires scaffolding of learning
• Includes assessment as a way of checking and advancing
learning
• Promotes active engagement of the learner
• Relies on learning relationships (with peers, teacher and others)
• Recognises informal learning
• Requires continuous learning by teachers
• Takes place in an environment conducive to learning
Adapted from ESRC research into teaching and learning in schools
Effective teaching and learning in
Maths
• Promotes active rather than passive learning
• Relies on challenging, connected teaching rather than
transmission of knowledge
• Builds on knowledge learners bring to sessions
• Uses effective questioning and longer wait times
• Uses cooperative small group work
• Emphasises methods rather than answers
• Creates connections between different aspects of Maths
• Uses technology appropriately
• Responds positively to mistakes
• Acknowledges there’s more than one way to skin a
rabbit
Adapted from Standards Unit: Improving Learning in Mathematics
Teaching strategies useful when working with
learners with learning difficulties and/or
disabilities
• Greater experience of transfer to support
generalisation of knowledge or skills
• More concrete examples to support learning in relation
to abstract concepts
• More frequent and/or more specifically focussed
assessment of learning
• More careful checking of preparedness to move to the
next stage in learning
• More time to explore and solve problems
• More practice to achieve mastery
Adapted from NFER review of research evidence
Sharing successful practice
• Choose a focus: either English or Maths
• Select an aspect of your approach that is working well. If
possible, choose something where you have been
experimental.
–
–
–
–
–
Outline the practice: what is happening, with whom?
Why did you decide to adopt this approach?
How did you get to where you are now?
What specific factors are contributing to its success?
Which (if any) of the features of effective practice
discussed are being used?
– How do you know it is working well?
• Share the practice with a partner/on your table
A problem shared….
• On a post-it note, summarise a current English or
Maths teaching and learning challenge you are facing
• Fold it up and place it in the middle of the table
• Take the issues one at a time, offering the owner of
the challenge as many solutions-focused
suggestions as possible - in just a few minutes
• Exchange contact details if you think you can
help each other further
Encouraging and maintaining progress
My learners
have reached a
plateau.
They’ve spent 14
years getting to
E1; how am I
supposed to move
them on in a term?
Progress has
stalled.
They can do it
one week and by
the next it’s
gone.
I know they are
making progress
but it’s hard to
show it.
Progress in English and Maths
• Progress: lateral and/or vertical
• Towards targets, goals, planned destinations or postcollege outcomes
• Towards unit completion, external assessment
readiness, qualification achievement
• Lateral: in more contexts, with greater consistency,
more independently, with increased confidence, in
combination
• Vertical: moving up through milestones, sub-levels or
levels or within these
• Maintenance of skills
Monitoring and recording progress in
English and Maths: good practice features
• Explicit recording of English and Maths progress within
existing systems
• English and Maths targets linked directly to broader
targets, goals and post-college outcomes
• Shared responsibility across teaching staff for
supporting learners to achieve English and Maths
targets
• Named coordinator responsible for
– agreeing targets
– ensuring learners have the opportunity to develop the
necessary skills across the curriculum
– checking progress
Recognising Achievement
• Fit-for-purpose means of recognition: the visa in the
passport
• Qualifications: GCSEs, functional skills, bite-sized
English and Maths
• RARPA
• Other: DVD CVs, employer references, expert witness
statements, video diaries
ACHIEVEMENT
FOR ALL 3As
Transforming the lives of vulnerable children,
young people and their families by raising
educational aspirations, access and achievement.
EMAIL:
CALL:
enquiries@afa3as.org.uk
01635 279 499
www.afa3as.org.uk
Achievement for All 3As, St Anne’s House, Oxford Square, Newbury, Berkshire, RG14 1JQ
Achievement for All 3As is a registered charity, number 1142154