Module 2 Overview of GCSE English: Awarding organisation specifications, assessment processes, key features in planning GCSE delivery, Awarding organisation deadlines
Module 3 From Functional English to GCSE: the differences between Functional English and GCSE English; linguistic, grammatical, presentational and structural features of fiction and non-fiction texts; analysis of literary texts; features of spoken language
Module 4 Controlled assessments (1): an overview of the controlled assessments and the Awarding Organisation tasks; a range of approaches for developing extended reading; a range of approaches for developing creative writing
Module 5 Controlled assessments (2): marking criteria for controlled assessments; strategies for formative assessment; integrated approaches for developing speaking and listening; approaches for developing the spoken language study
Module 6 Exams: the features of H and F tiers; exam preparation strategies for teachers; exam preparation approaches for learners; exam strategies for learners
Module 7 Language refresher: features of written texts; terminology for describing features of texts; construction of noun phrases; a range of sentence types
NCETM Maths Pipeline
Running from January 2015 to June 2015, the ETF, together with the NCETM, laid on a series of free to attend training courses to specifically enhance the delivery of maths within colleges. Visit the NCETM website for more information about these.
CPD is certainly the biggest requirement within colleges in general. Whilst recruitment is certainly an issue, training those staff already in place is fundamental to success. Investing in your staff is a key message from the workshop sessions held within this project. Over 100 staff engaged with the project through a series of “Maths Motivators”. These sessions differed from the Maths Pipeline ones as they were bespoke and delivered in house during twilight sessions or as part of Inset.
The upshot of the “Maths Motivator” sessions was that there are a myriad of great maths resources that colleges know nothing about yet can use immediately. This next section explores the range on offer and demonstrates how they may work in Further Education maths classes. Where the resources have suitable material for functional maths this is also highlighted as often
11
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40