Supporting Post-16 Teaching in English
and Mathematics
Professional development opportunities and resources for
English and maths practitioners, leaders and governing board
members (Education and Training Foundation)
Claire Collins, Ian Grayling, Joss Kang & Bob Read
Skills for Life? English, maths and ESOL for 21st Century Citizens,
22nd October, London
Workshop aims
● Review the current English and maths landscape in
England
● Explore the challenges you face
● Explore how maths, English and leadership
‘Pipelines’ (from the Education and Training
Foundation) may help you meet some of these
challenges.
The Pipeline offer
Support for
vocational
practitioners
www.englishrevitalisers.wordpress.com
www.mathsvitalisers.wordpress.com
www.gcseleadership.com
Why are some of these
texts difficult to
read?
How would you get better at reading
and understanding them?
How we develop literacy
skills
We become confident and proficient in reading
everyday and vocational texts by using them in real
situations alongside and with the support of
experienced practitioners.
Literacy and identity
‘The research shows that embedded courses are much
more
than courses that combine vocational subjects with LLN. Although they
do this, they are also about learning
new identities and
practices, learning how to be and
to act in new ways,
becoming someone in the building
trade, or a nurse in the
NHS, or a childcare worker or
having expertise that is valued
by family and friends and could lead to qualifications and employment.’
Embedding Teaching and Learning,
an article by Tom Jupp & Celia Roberts
Reflect Magazine, Issue 2, Feb 2005
Lifelong nature of literacy
development
‘Developing the abilities necessary to understanding and
appreciating written texts in different content areas and literary
genres continues throughout the lifespan.’
p 78 The Rose Report
- Independent Review
of the Teaching of Reading,
DfES, March 2006
The role of vocational
specialists
‘Subject specialist teachers have a natural
legitimacy in the eyes of learners. They represent
the role to which the learner aspires.’
Embedding Teaching and Learning,
an article by Tom Jupp & Celia Roberts
Reflect Magazine, Issue 2, NRDC, Feb 2005
Benefits for all learners
Developing confidence and competence
with English is therefore a part
of all learning for all learners.
It is also a key factor to consider when planning
to include those learners who have additional support
needs with literacy, language and
numeracy
skills.
Embedded Support and
a Social Practice Approach
Skills v Practices,
an NRDC discussion paper
2007
Level 5 Maths CPD
https://youtu.be/hiiEeMN7vbQ
Engaging critically with discourses and theories, e.g. Dweck’s ‘fixed’ and ‘growth m
Expectancy theory
Leadership
http://gcseleadership.com/strategy/enga
ging-and-motivating-learners/
Plenary – roll the die
1.
Have you seen anything today that you could use in your context?
2.
What would you like to find out more about based on today’s discussions?
3.
What challenges do maths and English practitioners face in today’s post16 sector?
4.
What are your thoughts on the way the Pipeline events are trying to
critically explore both the theory and practice of English and maths
teaching?
5.
What changes would you make, if any, to your English and maths picture/
metaphor?
6.
How and what could you use from the www.gcseleadership.com which
would help your organisation?