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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 ReadSkills 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.
www.englishrevitalisers.wordpress.com www.mathsvitalisers.wordpress.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 mindsets’.
http://gcseleadership.com/strategy/engaging-and-motivating-learners/http://gcseleadership.com/strategy/engaging-and-motivating-learners/ Leadership
Plenary – roll the die Have you seen anything today that you could use in your context? What would you like to find out more about based on today’s discussions? What challenges do maths and English practitioners face in today’s post-16 sector? 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? What changes would you make, if any, to your English and maths picture/ metaphor? How and what could you use from the www.gcseleadership.com which would help your organisation?
