English and Maths in study programmes Ruth Perry Achievement for All consultant Natspec: High Quality Study Programmes event 9 June, 2014

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 udy_programmes.pdf Study programme requirements

Four key questions What might English and Maths look like within study programmes? What does effective teaching and learning look like? What are the options for recognising and recording achievement? How can we encourage and monitor progress?

English and Maths: what might it look like? A level syllabus Encountering experiences Reflex responses Engaging with objects and environment Key driver Externally-set learning outcomes Individual targets Delivery model Embedded Discrete

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: the current curriculum

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. English and Maths: what should we cover?

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: general characteristics

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 Effective teaching and learning in Maths

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 Teaching strategies useful when working with learners with learning difficulties and/or disabilities

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 Sharing successful practice

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 A problem shared….

Encouraging and maintaining progress My learners have reached a plateau. Progress has stalled. They’ve spent 14 years getting to E1; how am I supposed to move them on in a term? 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: lateral and/or vertical Towards targets, goals, planned destinations or post- college 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 Progress in English and Maths

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 Monitoring and recording progress in English and Maths: good practice features

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 Recognising Achievement

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