CASE STUDY COLLEGE TAKES STOCK OF ‘ASSESSMENT FOR LEARNING’ APPROACH TO GCSE ENGLISH RESITS


By Sarah Anderson Kendal College was part of the OTLA (Outstanding Teaching, Learning and Assessment) phase 3 project to develop effective Assessment for Learning (AfL) approaches in resit GCSE maths and English classes. The initial decision was to focus our action research on adopting these approaches within resit GCSE maths. The maths team incorporated assessment as learning into every lesson. This included an initial assessment and a personal progress record (PPR) for every learner. Any termly assessments recorded in their PPR included setting


targets and RAG (red, amber, green) rating their skills on individual topics. Reflective and independent learning time became part of every lesson; learners worked on topics based on their PPR targets. This enabled learners to take ownership of their learning and lecturers noticed an increase in motivation and engagement during lessons. Attendance levels increased up to two per cent on the previous year. In 2017, GCSE maths results for those gaining grades A*-C increased


from 21 per cent to 31 per cent, which we maintained in 2018. In year two of the project, we focused on introducing the AfL


approach in resit GCSE English groups. Initially there was some resistance from the English team towards the inclusion of the AfL strategy. Reasons included a lack of motivation linked to fears that the changes would mean extra work. Open and honest dialogues were held with the English team, which included the maths team and a member of the leadership team. These discussions allowed concerns and issues to be addressed. The results from the GCSE maths project provided positive encouragement in developing an effective AfL strategy for GCSE English. Embedding AfL was slow at first. The first term’s audit showed low completion rates for the learners’ PPRs and patchy target setting. But there was ongoing dialogue, guidance and support for staff. And, in subsequent audits, there was a clear increase in: PPR completion, setting learning targets, marked work and feedback/feedforward.


After implementing the AfL strategies in 2018, the higher grade


results at GCSE English improved from 20 per cent to 41 per cent. GCSE English scores, where AfL strategies had not yet been implemented successfully, were lower and showed significantly less increase on 2017. There have been challenges in embedding the AfL strategy in both English and maths, and continued monitoring and audits are crucial to ensuring continued success. However, with the teaching teams now on board, this approach is now part of every English and maths lesson. We are into our third year of the project, which now includes Functional Skills.


Sarah Anderson is head of English and maths at Kendal College.


CASE STUDY


FINDING A GOOD WAY TO DEVELOP APPRENTICES’ TECHNICAL SKILLS


The London College of Apprenticeship Training (LCOAT) established a Technical Skills Development project to enhance teaching and learning on construction and business administration apprenticeships. In collaboration with employers, LCOAT developed new curriculum models, implemented a system to track skill development, and supported the flexible delivery of English and maths Functional Skills. The aims of the project were to:


• Create employer-influenced technical training models delivering improved retention, satisfaction and outcomes


• Effectively measure learners’ skill development over the course of an apprenticeship programme


• Identify whether English and maths can be delivered, and achieve better results, through a flexible online programme that meets employer needs. The college ran focus groups with employers and partner organisations to explore potential new curriculum models, in line with the new apprenticeship standards.


Six steps A six-step process was introduced to track students’ skills development, including a ‘skills scan’, individual learning plans, learner feedback, and input from learners and employers on the skills gained. Employers needed a solution that allowed apprentices


to study outside normal working hours. So the college created a 12-week online programme of English and/or maths across Levels 1 and 2 to enable apprentices to learn more flexibly. Based on their diagnostic results, and through discussions with an apprentice skills coach/assessor, apprentices were able to choose which, if not all, of the 12 sessions met their needs. Webinars were made available, providing the flexibility that employers were looking for. Sessions included remote tasks and group work online.


Project outcomes


Almost all (99 per cent) of the 910 LCOAT learners who took part in the technical delivery sessions said that they had developed new skills and 96 per cent of employers said that students’ skills had improved. Apprentices’ English and maths pass rate was 78 per cent, which was 17 per cent higher than 2016/17 (nearly 25 per cent higher for maths).


In addition, students welcomed the flexibility of the webinars, and recommended the format as an effective way to learn. This project was part of the Education and Training


This project was part of the Education and Training Foundation’s Outstanding Teaching Learning and Assessment programme. Full details of the project are available at: bit.ly/KendalCollegeCaseStudy


Foundation’s (ETF) Outstanding Teaching Learning and Assessment (OTLA) programme. Full detail of the project are available at: www.excellencegateway.org.uk/ content/etf2993


InTUITIONENGLISH • AUTUMN 2019 7


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