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SUPPORT


RESIT STUDENTS GIVEN TARGETED HELP THROUGH ASSESSMENT FOR LEARNING


Students failing GCSE maths now have to retake the exam within nine months, so the heat is on for teachers. But a diagnostic project that focuses on learners’ needs could point the way. By Rebecca Matthews


F


ollowing the change in policy which meant that learners who failed their GCSE maths and English continue to work towards a Level 2 qualification, one of the key things we identified at Stockton Riverside College was that none of the existing diagnostic assessments was fit for purpose. Assessing learners’ needs is critical in


further education as we have only nine months to engage and support students who often do not want to continue to study maths and English at GCSE.


As those in the sector know, money


and resource in this area are tight. But we were fortunate in securing additional support through the Education and Training Foundation (ETF) via its Outstanding Teaching Learning and Assessment (OTLA) programme. This resource allowed us


to release staff to work with an outstanding local secondary school and other local colleges to develop better diagnostic assessments. The aim was that these diagnostic


RESOURCES SHAPING SUCCESS IN MATHS AND ENGLISH


The ETF offers a comprehensive range of professional development courses and resources under Shaping Success to support effective teaching of maths for teachers of GCSE, Functional Skills, apprenticeships and study programmes. Shaping Success has been carefully designed to provide solutions to concerns around progress in post-16 maths and English attainment. Each year around 4,000 practitioners complete face-to-face, online and blended courses to improve their teaching and assessment approaches in maths and English.


Maths and English Regional Specialist Leads (see details on the facing page) support our programmes, delivering advice and guidance and identifying the best options available for organisations and individuals on a local level. In addition to complementing Shaping


14 AUTUMN 2019 • InTUITIONMATHS


Success for Maths and English, the ETF offers a range of other courses, resources and support including: • Free online modules and self-evaluation tools to develop your personal maths or English skills at Level 2, with some extension to Level 3.


• Interactive webinars that offer the opportunity to collaborate with other practitioners, learn new strategies and share best practice. These sessions are unique learning experiences, so don’t miss out.


• Ten Top Tips – see Excellence Gateway, bit.ly/ETFTenTopTips – provide advice and guidance to improve outcomes.


• Guidelines for assessment and tracking, co-created with the sector, detailing expectations of effective practice in assessment for learning.


• A range of tools, resources and case studies on the Excellence Gateway, our resources portal with dedicated maths and English exhibition sites.


• Resources for teaching ESOL (English for Speakers of Other Languages) learners in mainstream FE classrooms as well as dedicated ESOL resources for practitioners teaching new to ESOL learners.


• Resources to support the promotion of maths and English in work experience.


• Practitioners being invited to join the ETF’s Professional Exchange Networks (PENs) to explore regional challenges and reflect on effective practice in the sector.


• Strategic visits offering organisational level support. Providers can also engage with our dedicated team of specialists to receive a maths and English strategic support visit to identify high-level areas of need.


To discuss a strategic visit, contact imke.djouadj@etfoundation.co.uk or your local Regional Maths Lead. (See the list of contacts on the facing page.)


assessments were closely linked to the assessment criteria for both GCSE maths and English. Our starting point was to ask: “What do we need to know to support the learner to achieve?”


A diagnostic was developed based on the subject assessment criteria, using previous exam questions, in a way that flagged up weaknesses in topic knowledge at learner level. This was also linked to the marking scheme and grade boundaries to establish a


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