Maths and English Pipeline 2017-18

CPD courses to support maths and English teaching Click on the course titles below to go to the course page within this document which will give more information about the course including target audience, aims and outcomes, length and entry requirements. For pricing details and how to book a place or register interest in hosting a course click on the yellow highlighted external links.

Courses for subject specialists1. Engage and motivate learners: maths | English2. Maximise progress at entry levels: combined maths and English3. Digital technology: developing your practice: maths | English | combined maths and English4. Resilience: an introduction: maths | English 5. Resilience: develop your practice through coaching: maths | English | combined maths and English 6. Teach at Level 2 – the complete introduction for non-specialists: maths | English 7. GCSE re-sits: develop your practice (Level 5 module): maths | English 8. Core maths: delivering the qualifications: maths

Courses for vocational teachers and trainers9. Vocational revitaliser: an introduction: maths | English | combined maths and English

Courses to improve assessment for learning10. Assessment for learning: develop your practice: maths | English

Courses for managers or quality improvement staff11. Develop lesson observations and learning walks: combined maths and English

Courses to improve personal skillsOnline modules (external link)Maths and English self-evaluation tools plus modules to support you to develop your personal maths or English skills at Level 2 with some extension activities to Level 3 in order to effectively support learners on GCSE courses or other programmes covering maths and English skills up to level 2. They also provide ideas and relevant information about how to approach teaching each topic and reinforce effective practice. Links are provided to other useful teaching and learning resources.

Courses coming soon Assessment for learning: an introduction Manage assessment for learning Vocational revitaliser plus: develop your practice

Contact

Lianne Abraham, Regional Specialist Lead, North East

Tel: 0191 200 4491 E: lianne.abraham@ncl-coll.ac.uk

1. Engage and motivate learners (maths or English)

Overview

How do you get your learners inspired about maths or English and eager to learn? Back by popular demand, the Education and Training Foundation has re-commissioned this innovative training programme that provides teachers with a wide range of practical ideas to increase learner motivation. Mentoring will support you whilst you implement these ideas in your teaching.

Who is this course for?

This course is aimed at practising maths or English teachers in FE for both Functional Skills and GCSE, including work based providers and apprenticeships.

The focus will be on motivation and engagement drawing on tried and tested practice from the Maths or English Pipeline and Enhancement Programme as well as from research and materials produced by ETF and partners. 

Training aim

This exciting programme provides you with evidence-based, practical ideas for improving learner engagement, then an opportunity to test them out supported by a course mentor, and share successes with colleagues.

Outcomes

You will be able to: 

accurately assess learners' starting points and respond to their individual needs

identify and select appropriate active teaching methods and resources  

explore and critique engaging and motivating approaches to maths  

make effective use of AfL, learner voice and feedback to both monitor and engage learners

develop, evaluate and assess the impact of appropriate interventions and produce effective case studies to evidence this. 

Length of the course

The two days training spread over four weeks will allow you to explore effective teaching approaches and try them out through a short action research assignment.

You will then have the opportunity to share your experiences, learnings and the impact of these projects on day two.

Entry Requirements

You will need to be teaching a maths or English class from Entry level 3 to Level 2.

Delivery partner

Creative Education

2. Maximise progress at entry level (maths and English)

Overview

Entry level courses are essential to motivate and provide learners with a firm foundation to study at higher levels in Functional Skills or progress to GCSE. The practical ideas suggested will be suitable for all exam boards and delegates will gain new and creative ideas on choosing options and developing an innovative curriculum to motivate learners in developing literacy skills further.

Who is this course for?

This course is aimed at teachers and managers of maths and English who teach or intend to teach learners at entry levels.

Training aim

This course focuses on the key techniques for teaching learners working at entry levels (rather than the requirements of specific examination papers) helping you to deliver outstanding entry level teaching, whichever course you are delivering.

Outcomes

You will be able to: 

identify the key requirements of entry level English and maths

plan an effective and integrated entry level curriculum 

explore requirements for reaching levels 1, 2 and 3 

motivate and engage students through a range of entry level tasks 

develop effective assessment, support and feedback strategies to help all students progress 

address barriers to learning such as SEND and ESOL. 

Length of the course

The course consists of a one day face-to-face training session with plenty of ideas for further development and signposting to additional helpful resources.

Delivery partner

Creative Education

3. Digital technology: developing your practice (maths or English or combined)

Overview

This one day course explores a range of popular e-learning tools and websites for use in teaching Functional Maths and English. It aims to give participants an opportunity to widen their perspectives on how teachers can use digital technology to engage and support learners both in the classroom and in the development of blended learning.

(Also available as maths or English only)

Who is this course for?

Functional Maths and English teachers Vocational tutors and assessors involved in embedded support Learning Support Assistants 

Training aim

It aims to explore and evaluate a range of e-learning tools and websites with direct reference to their relevance in improving learner engagement and achievement in Functional English and Functional Maths.

Outcomes

You will have the knowledge and confidence to:

reflect on the way digital technology can enrich good practice in Functional Skills teaching as well as promote innovative delivery models

share examples of good practice in the use of e-learning tools and digital approaches evaluate a range of tutor-devised digital resources created for use in classroom teaching and in

blended learning explore some popular online resource banks, websites, blogs and YouTube channels access follow up support through an online network for Maths and English teachers in the post-16

sector. 

Length of the course

One full day with opportunities for further support and collaborative activity

Entry Requirements

You should be teaching or supporting English and/or maths skills development.

Delivery partner

ACER

4. Resilience: an introduction (maths or English)

Overview

This course addresses the negative attitudes and anxieties towards mathematics or English commonly held by young people and adults, and identifies strategies to engage and motivate them - helping them to become more resilient learners. The course can be run as a freestanding one-day course, or as the first stage of a package leading on to the three-day 'Coaching skills for developing mathematical or English resilience' course.

Who is this course for?

This course is for teachers/trainers:

teaching GCSE maths or English teaching Functional Skills maths or English supporting learners' mathematical/English skills in vocational contexts.

Training aim

This course introduces the key ideas of mathematical/English resilience and the 'growth zone' model, and how teachers can develop strategies to overcome barriers to maths/English learning.

Outcomes

You will be able to:

develop understanding of the barriers and anxiety faced by many maths/English learners explore four key factors in developing resilience and their implications for classroom practice:

o growth mindseto personal value and agencyo how to work at maths/English o appropriate scaffolding and support

use activities which make maths ALIVE (accessible, linked, inclusive, valuable, engaging).

Length of the course

One full day.

Pre-course reading materials will be provided for all participants, with access to further materials online.

Entry Requirements

Applicants should be teaching, managing or supporting maths or English in the FE and skills sector. 

Participants completing this course have the option of progressing to the 3-day course, 'Coaching skills for developing mathematical/English resilience'.

Delivery partner

WMCETT

5. Resilience: develop your practice through coaching (maths and English)

Overview

This course provides and in-depth follow up to either the Introduction to English resilience or Introduction to mathematical resilience modules, and develops teachers' coaching skills as a tool to overcome learners' negative attitudes and anxiety towards English, helping them to become resilient learners. The course can be run as a freestanding three-day package for people who have completed the one-day introduction, or as a four-day package, with either introductory one-day module. (Also available as maths or English only)

Who is this course for?

The course is for teachers or trainers who: teach GCSE English language and/or maths teach functional English and/ or maths support learners' literacy and English skills, or maths and numeracy skills, in vocational contexts

This course may be particularly useful if you are in work-based learning and teaching both maths and English. 

If your organisation is interested in hosting this three-day course, either on its own (if you have already hosted the one-day introductory course) or as a four-day package with either the Introduction to English resilience or Introduction to mathematical resilience course, you can register your interest. Courses can be run completely in house or for a number of staff with extra places filled by external participants.

Training aim

This module will deepen and extend ideas introduced in either of the earlier modules, Introduction to mathematical resilience or Introduction to English resilience.

The focus is on developing coaching skills as a tool to transform learners' attitudes and approaches to English and maths, helping them to develop growth mindsets and resilience - with a wider impact on other learning.  

Outcomes

You will have the knowledge and confidence to: raise your own self awareness and recognise your impact on learners' attitudes and behaviour develop coaching techniques - including active listening, questioning, reflecting and summarising use these techniques to engage and support learners, enabling them to develop personal agency and a

willingness to undertake challenging English or maths tasks. 

Length of the course

Three full days, ideally spread over several weeks, with access to further materials online.

Entry Requirements

You should be teaching, managing or supporting English or maths.

You must have completed the one-day Introduction to mathematics resilience or Introduction to English resilience course prior to commencing this module.

Delivery partner

WMCETT

6. Teach at Level 2: the complete introduction for non-specialists (maths or English)

Overview

Despite the sector's best efforts, recruiting suitably qualified English and maths teachers continues to be a huge challenge - so why not develop your own? This two-day course offers the complete introduction to teaching maths or English, both GCSE and functional skills, for those who are new to teaching the qualification, as well as those who aspire to.

Who is this course for?

This course will most benefit those who are new to or aspiring to teach GCSE and functional skills maths or English. It is suitable for providers from across the breadth of the sector, including: FE Colleges, Independent Training Providers, Adult and Community Learning, the 3rd sector, offender learning and specialist colleges.

Training aim

Above everything, the course aims to develop confidence in teaching GCSE and functional skills maths or English. The course is structured around four key themes, exploring each of them in greater depth as the course progresses:

curriculum teaching strategies assessment personal maths or English skills.

Outcomes

You will have the knowledge and confidence to:

be more confident delivering GCSE and functional skills maths or English understand the structure of the qualification and how it is assessed   explore up-to-date thinking on curriculum, schemes of work and planning develop effective teaching strategies for success at this level, including approaches for motivating

learners identify how a learner is performing and deliver effective feedback boost your personal maths or English skills.

Length of the course

This is a two-day course with an opportunity in between the two sessions to practise some of the ideas explored and develop your personal maths or English skills.

Delivery partner

Creative Education

7. GCSE re-sits: develop your practice (Level 5 module) - maths or English

Overview

This L5 CPD course supports practitioners working with GCSE maths or English learners, especially those who have achieved lower than a grade C/ 5 at school. You will explore and experience how to engage and motivate learners and undertake assessment throughout the learner journey to build on prior learning. You will experience digital approaches and other effective practices for leading GCSE maths or English courses. Past delegates found the course 'inspirational', 'excellent', 'world class'....

Who is this course for?

Existing teachers who currently teach GCSE maths or English and would benefit from training and development.

New GCSE teachers, such as Functional Skills teachers or vocational teachers, who are teaching/ have taught maths or English at level 2 and meet the entry requirements.

Teachers who have undertaken the Maths or English Enhancement Programme and meet the entry requirements. 

Training aim

To develop the content knowledge and effective teaching approaches, required to support learners to achieve a good pass in GCSE maths or English.

Outcomes

You will be able to: motivate and inspire reluctant learners use assessment approaches to support GCSE maths or English learning plan teaching and learning to meet GCSE maths or English curriculum requirements and the diverse

needs of learners use active learning strategies and connected, challenging teaching methods to make GCSE maths or

English teaching more effective develop an in-depth understanding of maths or English at GCSE and beyond use or undertake research to develop and improve own practice in GCSE maths or English teaching. 

Accreditation 

If delegates, including those from 2015 cohorts, wish to seek accreditation at Level 5 there is an additional fee for this of £200 per person. This includes:

centre costs, registration and certification  tutorial support an accreditation eGuide assessment and feedback.

Length of the course

The course will run over ten weeks, and will include approximately 40 guided learning hours as follows:

approximately ten hours of blended learning activity  ten half day face-to-face sessions or five full days over a ten week period  

Delivery partner

ccConsultancy

8. Core maths: delivering the qualifications with confidence and success

Overview

With technical education in the news following the Sainsbury Review, maths is once again in the spotlight. Many providers are starting or expanding their core maths provision to meet the demand for learners looking for practical Level 3 mathematics learning to support their qualification. This intensive three day course will make you completely prepared for delivering the core maths qualification.

Who is this course for?

This course is aimed at those looking for a complete introduction to teaching these exciting qualifications. Participants should have personal maths skills to at least Level 3 and experience in teaching maths to at least Level 2.

Training aim

This course will prepare you to teach Core Maths and support the teaching of higher maths qualifications.

Outcomes

You will have the knowledge and confidence to:

1. Bring learners with different GCSE grades up to speed with higher level GCSE content:

diagnosing student skills consolidating and refresh GCSE understanding developing fluency in the application of GCSE content.

2. Apply GCSE content to non-mathematical problems:

sourcing and applying good examples from physical/technical/scientific and human/behavioural/social domains

teaching mathematics through contextually relevant problems.

3. Develop the learners' subject knowledge which is beyond GCSE. Focussing on; statistics, probability, discrete maths and financial maths

4. Build learners' mathematical thinking, reasoning and communication:

teaching maths using non-routine problems developing students' skills to set out mathematical reasoning, reach conclusions and justify

approaches taken to resolving a problem.

Length of the course

The course consists of three days of training which can be spread over a period of time or run on consecutive days.

Delivery partner

Creative Education

9. Vocational revitaliser: an introduction (maths and English)

Overview

Maths and English (joint) vocational revitalisers are one-day, blended programmes that introduce techniques vocational practitioners can use to develop their learners' confidence and abilities in maths & English. By doing things in a different way, practitioners can help learners improve their maths & English, at the same time as developing vocational skills. Courses are either contextualised to specific areas (such as construction), or open context, for practitioners from a range of contexts. (Also available as maths or English only)

Who is this course for?

Practitioners working in the education and skills sector who are:

vocational lecturers workplace trainers assessors learning support assistants.

Training aim

To prepare vocational teachers, trainers and assessors to be better equipped and more confident to support their learners' maths and English development in their vocational context.

Outcomes

You will be able to:

develop your maths and English teaching skills and confidence   self-assess and develop your personal maths and English skills review the maths and English skills that underpin vocational skills and explore strategies for engaging

learners identify the barriers that learners face demonstrate and try out a range of active learning strategies evaluate different embedded support strategies demonstrate some popular e-learning tools for use in embedded support.

Length of the course

One full day face-to-face course with a pre and post-blended element. 

Entry Requirements

You should be a vocational practitioner, teaching, assessing or supporting in the FE and skills sector.

Delivery partner

ccConsultancy

10. Assessment for learning: develop your practice (maths or English)

Overview

These two-day blended courses support maths teachers to reflect on and make changes to their practice

by using effective Assessment for Learning (AfL) approaches. The course links AfL to learner motivation,

engagement and achievement and explores subject-specific, AfL approaches, pedagogy and resources.

You will design learning tasks that enable learners and teachers to monitor, evaluate and review progress,

to build on learners' prior knowledge, and match teaching to learners' needs.

Who is this course for?

For teachers who:

teach GCSE maths or English in post-16 settings teach Functional Skills maths or English support learners' numeracy or literacy development. 

Training aim

To prepare teachers to be better equipped and more confident to support their learners' maths or English development through AfL approaches in the context of vocational training/ work.

Outcomes

You will be able to:

explore the cognitive and affective domains of an AfL framework and apply it to your practice

design learning tasks which enable learners and teachers to monitor, evaluate and review progress, to build on learners' prior knowledge, and match teaching to the needs of each learner

critically review and implement AfL principles and strategies including clarifying, sharing and understanding learning outcomes and success criteria, promoting learner talk, effective questioning, providing formative feedback, self-assessment and peer-assessment. 

Length of the course

The two days training spread over 4-6 weeks will allow you to put into practice formative assessment with a group of your learners.  

Entry Requirements

Delegates should be practising maths or English teachers.

Delivery partner

ccConsultancy

11. Develop lesson observations and learning walks (maths and English)

Overview

The direct observation of teaching has for too long been associated with performance management alone, judging the quality of teaching when it has a vital role to play in developing and improving it too. This practical one-day course will give you a key insight into how observations can be used developmentally by managers and colleagues improve the teaching of maths and English - both when delivered in standalone lessons and when embedded into vocational learning.

Who is this course for?

This course is aimed at managers of maths, English and vocational learning across organisations that are looking to improve the quality of learning in their organisation and develop a culture of open and reflective practice.

Training aim

To enable you to develop a culture of open, reflective practice in your organisation encouraging staff to be more adventurous in their teaching style and use of resources.

Outcomes

You will be able to: 

identify the importance of formative assessment and its role in developmental observations and how they differ to summative, appraisal-led approaches 

plan and perform lesson observations and learning walks so they are done sensitively and professionally, including establishing effective policies and rules of engagement 

establish schemes for peer-led observation and forums through which such learning can be discussed and shared 

identify what to look for in maths and English sessions and in vocational lessons where they are embedded, and practice on real life examples 

identify how to use observation of teaching alongside other techniques such as lesson study to improve teaching. 

Length of the course

The course consists of a one day face-to-face session followed by 10 weeks of online support to help you get new structures and expectations established in your organisation.

Delivery partner

Creative Education