1 / 15

Improving the teaching and learning of mathematics in vocational education

Improving the teaching and learning of mathematics in vocational education. 18 th March 2016. Tim Strickland Chief Executive Officer. FE Sussex The consortium company of the 12 post-sixteen Sussex colleges. Six Sixth Form colleges. Five General Further Education colleges.

dantes
Télécharger la présentation

Improving the teaching and learning of mathematics in vocational education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Improving the teaching and learning of mathematics in vocational education 18th March 2016 Tim Strickland Chief Executive Officer

  2. FE SussexThe consortium company of the 12 post-sixteen Sussex colleges Six Sixth Form colleges Five General Further Education colleges One specialist land-based college

  3. GCSEs – What do we want to discuss? Background to FE Sussex research work in GCSEs Key challenges • Timetabling models • Specialist and vocational staff team working • IAG and culture for success

  4. Key challenges

  5. Timetabling models

  6. Timetabling models

  7. Timetabling models

  8. Timetabling models

  9. Timetabling models Which one is best for learners?

  10. Maths and vocational staff working together Some proven practices

  11. Maths and vocational staff working together Close cooperation and management is key - some examples of successful practices: • Jointly prepared SOW and lesson plans • Teachers share workspaces/office etc • Abandonment of dedicated GCSE zones • Vocational worksheets used in GCSE lessons • Progress reports and reviews include GCSE • Tutors form an Ant and Dec inseparable act • Weekly summary of cooperation to coordinator

  12. Changing the culture How is the GCSE sold to parents and learners and what sets learner and parental expectations? , We’ve great facilities here and the course will be just what you want. It also gives you the opportunity to take your GCSEs in maths and English which will help you get an apprenticeship or a job at the end of the course We’ve great engineering facilities here and you’ll learn loads. Oh! You have to do a GCSE as well but you’re really here for engineering

  13. Key challenge –IAG and the culture of success What sets learner and parental expectations? IAG should be • An integrated part of the study programme • Recognised an aid to employment and apprenticeship • Presented by teaching staff to learners with a united approach Included within learner successes

  14. Key challenge –IAG and the culture of success How is IAG viewed and presented? Best practice tells us • Tutors meet students as a double act • Testing is part of the GCSE start process • Attendance policies are adhered to and • not subverted by vocational staff • Senior management implement rigourous QA

  15. Closing summary and Thank you! Any questions?

More Related