© Crown copyright 2007 Study Plus training

© Crown copyright 2007 Aims of Study plus To accelerate the progress of pupils who are not on track to attain Grades C in English or mathematics but may have the potential to do so Support pupils’ motivation and learning in relation to English, mathematics and other subjects Strengthen key areas of weakness in literacy and numeracy Have a positive impact on attainment in two or three more GCSE subjects through the application of literacy and numeracy skills in context 1.1

© Crown copyright 2007 Key features of Study Plus Study Plus is a 5-6 term programme that is timetabled during the school day for at least two lessons a week – typically pupils opt for it as part of the school’s option programme The approach is flexible; it does not follow a set syllabus Study Plus is planned as a sequence of around 20 English or mathematics units or a mixture of the two – each unit lasting 3-4 weeks Teaching in each unit is focused by a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English and mathematics progression maps 1.2

© Crown copyright 2007 Key features of Study Plus (cont.) The teaching is designed specifically to meet pupils’ learning needs. There is support for the Study Plus teacher through training and materials Pupils’ learning is supported by another adult e.g. a teaching assistant or learning mentor who is attached to the group 1.2 continued

© Crown copyright 2007 Strengths of Study Plus Clarity of objectives and focus on targets Freedom to match work to pupil need and ability Small classes Joint planning time Tasks with real goals Pupils feeling special Group work Good resources Practical work 1.3

© Crown copyright 2007 Who is it for? Our target group of pupils are: Pupils who are not on track to attain grade C in English or mathematics but have the potential to achieve at this level For example: Pupils who end KS3 on level 4 or at a low level 5 in mathematics and/or English Pupils predicted by teacher assessment in the latter part of Year 9 to attain grades D or E at GCSE. 1.4

© Crown copyright 2007 Lessons from the pilot Selecting a Study Plus target group. Pilot schools have found the following two step approach helpful in identifying pupils who are well suited for Study Plus. 1.Using data such as FFT or CATs, identify a group of pupils who are predicted to achieve GCSE grade C but who according to teacher assessment in Year 9 are not on track for this and indeed may be at risk of failing to achieve a good level 5 in the end of key stage tests. 2.From the group identified by step 1, consider the individual pupils according to their characteristics as learners, and identify those most likely to benefit from an intervention like Study Plus. 1.5

© Crown copyright 2007 What’s in it for the pupils? First class teaching that helps them with essential areas of English and mathematics learning that they find difficult Support for their learning that can improve their work and chances of getting good grades in other GCSE subjects Topics or themes which are designed to interest and motivate them as well as to meet their learning needs Quality time from a TA who takes an interest in them and who will help to review progress and plan future success 1.6

© Crown copyright 2007 Pupils’ perceptions ‘When I found out I was in the extra group I thought, “oh, oh!” and I thought that I was thick.’ Year 10 Study Plus pilot pupil 1.7

© Crown copyright 2007 The role of the Study Plus teacher is to: Build up a profile of the group of pupils so that focused planning can be undertaken Plan a tailored Study Plus course Work with the TA to ensure that he/she has a planned role in every lesson Match teaching to the needs of both the whole group and of the individual pupils within it Motivate and interest the learners Link the learning to other subject lessons 1.8

© Crown copyright 2007 The role of the Study Plus Teaching Assistant is to: Help pupils make links in their learning to other subject areas Brief the teacher on pupils’ learning in other subjects Make a note of demands relating to literacy and numeracy in other subjects and identify gaps in pupils’ knowledge Have a clear planned role in every lesson, which will involve:  tutoring guided groups;  supporting individuals during independent work;  teaching ‘mini lessons’;  monitoring independent work  updating pupils who have missed work 1.9

© Crown copyright 2007 Factors to bear in mind when planning for your Study Plus course The learning needs of the pupil group The capacity of the staff available to teach and support the group in two subject areas 

© Crown copyright 2007 When will Study Plus be taught? Schools need to find curriculum time for at least two lessons a week. This could either be: in non GCSE time or  as a ‘Study Plus’ option 

© Crown copyright 2007 Your outline long term plan should show:  The title of each unit  A brief summary of the topic or theme  The cluster of curricular targets (English) or curriculum area (mathematics) that will be addressed  When the unit will be taught 2.3

© Crown copyright 2007 Issues to bear in mind 1: Consider teaching for progression in one aspect 2.4 You may wish to include 2 units on the same aspect in order to consolidate learning or take pupils toward another level of progression 2.4a

© Crown copyright 2007 Issues to bear in mind 2: Consider the number of units possible The sample units are designed to last 3 to 4 weeks (2 lessons per week), but it may not be possible to teach 20 units in the time available; you may need to plan for fewer 2.4b

© Crown copyright 2007 Issues to bear in mind 3: Plan for the needs and interests of your own pupils The sample plans are not there to constrain your planning. You may want to include units based on other targets 2.4c

Medium term planning should show: 2.5  Curriculum target cluster / curriculum area  Already identified in the long term plan (Step 3)  Unit topic  Engaging and motivating content that will provide the context for the teaching and learning outcomes  Unit overview  A summary of how the topic will be developed over the 6 – 8 lessons  Unit assessment questions  2.5  Criteria used when assessing pupils’ progress, linked to unit’s learning outcomes and curricular targets

Study Plus unit design 4.1 Phase 1 Orientation to the group curricular target and the topic through which it will be taught Phase 2 Focused teaching towards the curricular target Phase 3 Guided / independent application in the context of the topic plus cross curricular links Phase 4 Review of progress on personal targets 3.1

© Crown copyright 2007 Principles of Study Plus lesson design: Where used, starter activities should provide a pacey and interactive introduction Guided group work allows the teacher or TA to provide a tailored session to meet the specific learning needs of a small group The TA will have sound knowledge of all pupils and is able to support their individual progress through 1:1 teaching, e.g. learning challenge Final plenary sessions are used for pupils to reflect on their learning and progress

© Crown copyright 2007 How will Study Plus raise attainment? bring their work from other areas into Study Plus context and export Study Plus learning to other areas of their study 4.3 Study Plus will raise the attainment of pupils by making links to the rest of the curriculum. This will happen when pupils: Transfer of learning is crucially important 3.3

© Crown copyright 2007 Study Plus pupils can be supported as learners by:  Mentoring  Learning conversations  Learning challenge 

© Crown copyright 2007 Where pupils feel well supported in Study Plus, they say things such as: ‘I get much more attention in this group which helps me to focus on my work’ ‘I like having a teacher and a TA in the class because we don’t have to wait long for help if we don’t understand’ ‘Study Plus has helped me to calm down and think calmly’ ‘This class is different, it is small and personal and easier to work in’ 4.2