1. Introduction
Summary This guide collates the key themes which emerged during a recent ACER managed DfE funded project, exploring good practice in the delivery of GCSE maths and English within study programmes. It provides concrete examples of approaches, strategies, techniques and resources being used to enable learners to move from grade D to grade C in their GCSE. It also responds to the staff development needs already identified through the Maths and English Enhancement programmes led by ACER on behalf of the region. Finally it acts as a document for disseminating materials, resources, good practice to assist teachers and managers within post-16 education.
Full details on the project including a wide range of case studies showing how different providers are addressing the challenges of whole programmes of study can be found on the project blogsite
https://makingthegraded2c.wordpress.com.
For the most part, the project has succeeded in its
aim...finding and disseminating pockets of good practice from around the Eastern Counties. These findings were effectively shared at a large conference in March 2015 at Shuttleworth College (part of Bedford College) . The project certainly uncovered some innovation and precipitated the start of a national pilot with Sports Leaders UK and their maths and English Leaders Awards.
There is a definitive need for a bespoke revision approach to the post-16 resit, for both English and maths. Post16 students need a different diet to that received at school. It didn’t work then and it doesn’t work now as the dire outcomes show us. Less than 10% of all post-16 students will achieve their GCSE resit. There is a definite need for a revision scheme of work to be produced for both English and maths.
There is a vast array of free secondary maths resources that colleges know nothing about. There is an element of work that suggests CPD should be taken to colleges and that CPD focuses upon modelling how these resources may be used with post-16 learners.
There is a recruitment crisis in Further Education for GCSE teachers of both maths and English. This is a knock on effect from the situation in secondary education and will not improve in the near future. Vocational staff are stepping up to the challenge and taking on the delivery, or enhancing the delivery of these qualifications. Members of staff need good CPD to assist them with this.
Further Education students generally do not value the opportunity for a resit and attendance is poor in many colleges. Work that has been done to develop a Growth Mindset enhances their chances of success.
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