Dates

Workshop 1: Monday 18th November 2024 - 0930-1500 - Venue TBC

Workshop 2: Monday 3rd February 2025 - 0930-1500 - Venue TBC

Workshop 3: Tuesday 6th May 2025 - 0930-1500 - Venue TBC

When booking, please note the dates and times in your diary, and submit your cover request in school.

In Years 10 and 11, it becomes apparent that some students will need to continue their mathematical studies beyond the age of 16 in order to achieve a Level 2 maths qualification. In this project, we will consider the mathematical learning experience of these students, to provide greater coherence for their learning across the phases.

Participants’ departments will, through shared good practice, become more effective in supporting students whose route towards a Level 2 qualification crosses phases of education. The development of transferable teaching techniques, which align to the underpinning principles of the NCETM’s Essence of Mathematics Teaching for Mastery, will be a pervasive element of the Work Group’s remit.

It is expected that through their teachers’ participation in this project, students will be better prepared for transition from KS4 to post-16 (GCSE Resit and/or Functional Skills). In Key Stage 4, students will show an increased understanding of their route to a Level 2 qualification (either GCSE or Functional Skills), and in post-16 will demonstrate a more positive attitude to maths. 

Who will be leading the group?

Caroline Peters

Who is it for?

This Work Group is intended for teachers whose students will study Level 2 mathematics across the secondary/post-16 phases.

The target groups of participants in this Work Group are:

• teachers of Year 10 and Year 11 students in secondary education
• teachers of post-16 GCSE Maths resit and/or Functional Skills Maths in secondary and further education. 

What are the intended outcomes?

Student outcomes

Students:

• are better prepared for transition from KS4 to post-16 (GCSE Resit and/or Functional Skills)
• (in KS4) show an increased understanding of their route to a Level 2 qualification (either GCSE or Functional Skills)
• (in Post-16 GCSE and/or Functional Skills) demonstrate a positive attitude to maths.

Whole school/departmental policies and approaches

Participants will work with their school/college/subject leaders to ensure that:

• collaboration between KS4 and post-16/FE colleagues on issues of curriculum and pedagogy is a normal part of transition practice
• curriculum planning for GCSE Resit and/or Functional Skills is better informed by prior learning at KS4
• curriculum planning at KS4 identifies areas of priority to underpin progression to post-16 GCSE resit and/or Functional Skills.

Practice development

Participants will:

• ensure that lesson design and pedagogy demonstrate a secure knowledge of curriculum continuity and sequencing.

Secondary participants will:

• change their practice to address areas where there are possible barriers to progression in post-16 GCSE Resit/Functional Skills to reinforce continuity for students.

Post-16 GCSE Resit/Functional Skills participants will:

• make use of approaches, representations and language commonly seen in secondary practice to reinforce continuity for students.

Professional learning

Participants will:

• have a deeper understanding of the approaches which will support students as they move from KS4 to post-16 (GCSE Resit and/or Functional Skills), including the importance of consistency of language and representations relating to specific areas of the curriculum.

What will it involve?

Participants are expected to attend the equivalent of three full days of workshops and to complete practice-based tasks between sessions. These tasks may include trying out an activity with students, observing the impact of different pedagogical approaches in their own class, reflecting on these activities, and preparing brief notes to support discussions in the following workshop. They may also be asked to contribute to online forum discussions.

What is the cost?

Funded by DfE so participation is free for schools