8th most deprived borough in London and ranks 9th among 354 authorities in England Among those of working age who are unemployed 44.5% lack any qualifications.

Slides:

Advertisements

Similar presentations

Workshop on Protocols and Data Exchange by Jean Johnson, Lead Officer and Kate Jagger, Senior Performance Officer.

Advertisements

16+ Learning Choices Ann Carnachan Head of School Improvement Falkirk Council.

LSIS: the Quality Improvement Agency (QIA) and the Centre for Excellence in Leadership (CEL) have now come together to form the new sector-led organisation.

LSIS: the Quality Improvement Agency (QIA) and the Centre for Excellence in Leadership (CEL) have now come together to form the new sector-led organisation.

LSIS: the Quality Improvement Agency (QIA) and the Centre for Excellence in Leadership (CEL) have now come together to form the new sector-led organisation.

Skills for Life Support Programme T: F: E: W: The Skills for Life.

Planning to Support Mixed Ability Teaching

Procurement Services Training & Employment Services Consultancy Services Delivering Social Value Jan Agger Director of Social Strategy.

Maureen Emmett OliverTrailor. 1. Consider what is required of our staff 2. Explore how to support staff 3. Look at strategies to help staff to develop.

Workshop- What are the Benefits of Embedding? Mark Adams Embedded Curriculum Event June 20 th 2007.

Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure An evaluation.

Training the Teacher Trainers Generic Session G1 Teaching, Training and the Current Context.

Numeracy Teachers in London 22/10/2008 Woburn House Philip Barron, Project Manager, Workforce and Skills Development, LDA Matthew Bird, Skills Development.

Vocational Rehabilitation QUEST BRAIN INJURY SERVICES Fleur Colohan Vocational Instructor Elaine Armstrong Head of Brain Injury Services.

The role of learning outcomes in developing and reforming the Norwegian education and training system Tessaloniki Oct. 15 Ms Kari Berg.

Supporting the First Year Experience Jenni Wallace Professional Development Adviser, Student Experience, London Met.

Developing skills for embedding LLN in vocational programmes: an action research project.

INSPIRING YOUNG LIVES. * APPROXIMATELY 10,000 YOUNG PEOPLE WILL TAKE PART THIS YEAR.

Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Evaluation of.

One college, many successes Access to Higher Education Diplomas Important changes from September 2014 and how they affect you.

‘Developing Staff to achieve the best outcomes for learners’

Slide 1 of 18 Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes Discussion materials Issue 3: Developing effective work.

CPD4k Skills Competitions, CIF & PS

Slide 1 of 17 Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes Discussion materials Issue 2: The development of English.

1. Roles, responsibilities and relationships in lifelong learning 2. Understanding inclusive learning and teaching in lifelong learning 3. Using inclusive.

Strand 1 Improving the Quality of Teaching with a Focus on English and Maths and Employability Skills Commissioned and funded byOrganised by.

Post-school Numeracy / Maths in England and Wales Noyona Chanda Head of Numeracy Division LLU+ London South Bank University

Qualifications for Skills for Life tutors. Level 5 Diplomas: Adult Literacy; Adult Numeracy and Adult ESOL GPRLS – General Professional Recognition Learning.

Careers Education and Guidance Conference 31 st January Workshop 2 Improving the quality of Careers Education Guidance through staff development.

Theory & Practice – the new Common Inspection Framework and what it means to governors UCU-LSIS-UNISON FE Staff Governors’ Conference 3 December 2012 Lorna.

Slide 1 of 19 Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes Discussion materials Issue 1: Attendance, retention,

Review of Aboriginal Education. Background to the Review Background to the Review Terms of Reference Terms of Reference Data collection process Data collection.

Click to edit Master title style Introduction to the Association of Colleges and The Post 16 Landscape in the UK Issues, Aspirations and Good Practice.

Essential Skills Lecture

Towards a Citizens’ #citizenscurriculum Alex Stevenson, NIACE.

14 – 24 Learning and Skills Strategy (24) KCC / YPLA Strategy & Funding Briefing 14 – 24 Learning and Skills Strategy Delivering Bold Steps A new.

Understanding Skills for life (S4L). What is meant by Skills for Life? Literacy, language and numeracy learning Includes all post-16 learners Includes.

14-24 Learning, Employment and Skills Strategy Learning, Employment and Skills Strategy 11 October 2012 Patrick Leeson Corporate Director.

STEM support project in London Update Adrian Fenton STEM Partnership Manager for London

Vocationalisation of Secondary Education Revisited: An Overview L. Efison Munjanganja UNESCO-UNEVOC International Centre.

Embedding literacy, language and numeracy Wendy Croft and Andrew Hudson Bradford College.

Curriculum for Excellence The Senior Phase 16+ Learning Choices National Network Meeting 22 January 2010 George Smuga Scottish Government.

Turnbull a community of faith engaged in learning Turnbull High School S5/S6 INFORMATION EVENING Tuesday 22 January 2013.

WP3 UK sample 46 teacher/trainer questionnaires ICT learner group of 10 - focus group Bath Chamber of Commerce discussions (300 members) Connexions West.

Your Future Choices After Year 11. Requirements after year 11 have changed- Raising the Participation Age From 2013, all young people by law will have.

14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools.

Helen Groves.  Ofsted’s view of the landsacpe  Main Elements of the Sept 2012 CIF & updates  Implications for Providers emskills.org.uk.

ESSENTIAL SKILLS FOR LIVING Patricia Cochrane 24 February 2015.

Towards a Citizens’ #citizenscurriculum Alex Stevenson, NIACE Addison Barnett, St Mungo’s Broadway Dermot.

Case Studies: Working with young jobseekers who have complex learning and support needs Michelle Bellamy Head of Learning and Skills.

QTC Tel: ： Yan Li QTC Tel: ： Student-Centred Learning The Challenge of Change.

Towards a Citizens’ #citizenscurriculum Alex Stevenson, NIACE.

Principals’ Meeting September Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS Count, Read, Succeed Target-setting.

Basic Skills Awareness English, Welsh and Maths for Work.

Improving Literacy and Numeracy Lessons from the Canadian Approach to Essential Skills Presentation to CollegesWales T&L Conference February 29 th 2016.

Approach to Functional Skills A Provider Prospective Sue Morgan Director of Workplace Skills Valkyrie Support Services.

Rhaglen Gymorth Genedlaethol National Support Programme Llythrennedd a Rhifedd Literacy and Numeracy Workshop for Governors.

NYCC Scrutiny Committee Strategy “Putting the Learner First” Planning for Future Delivery.

Tinyan Akin-Omoyajowo. Barking and Dagenham: Who are our customers ?  8th most deprived borough in London and ranks 9th among 354 authorities in England.

GLASGOW’S LEARNING FAMILY LITERACIES LEARNING GATHERING MONDAY 26 TH OCTOBER 2009 Frances Bradley Culture and Sport Glasgow.

Improving the teaching and learning of mathematics in vocational education Tim Strickland Chief Executive Officer 18 th March 2016.

Support for English, maths and ESOL Module 17: Using the self-assessment process to improve the quality of English, maths and ESOL.

Embedding English and Maths: Background

The past, present and future of skills?

Community and Workforce Development

Support for English, maths and ESOL Module 5 Integrating English, maths and ICT into apprenticeship programmes.

English and Maths Strategy (overview)

Colleges and employers working together

Effective strategies for motivating and engaging young LLN learners

Colleges and employers working together

Presentation transcript:

8th most deprived borough in London and ranks 9th among 354 authorities in England Among those of working age who are unemployed 44.5% lack any qualifications 4th lowest in England for literacy and 2nd lowest for numeracy

Too many learners with inadequate maths and English skills to succeed in life, work and their vocation courses Lack of interest, poor attendance to programmes designed to help them improve or develop these skills – leading to poor retention and achievement Low level engagement in lessons Frustrated tutors trying to do a job

Uncover learners impassive attitudes and disengagement with LLN/ FS classes Explore different models of promoting and delivering LLN/ FS and Test out models and recommended effective promotional and delivery strategies

“ Companies are struggling to find skilled staff as thousands leave school with a poor grasp of the 3Rs. Low standards of literacy and numeracy among the young have left the economy exposed to competition from India and China”- Sir T. Leahy A word from Sir Terry Leahy…

Result: 1st year - achievement low; most tutors struggled to deliver 2 nd year - poor attendance & behaviour; low achievement Before the study :

260 learners filled questionnaires 50 learners were interviewed – formally and informally 10 vocational and LLN tutor filled questionnaires 3 workshops involving 3 vocational and 4 FS tutors

Problems at point of entry Lessons.. boring, boring Timetabling issues Resources/ Qualification.. irrelevant not useful Developing skills or just more exams? Team work- what’s that? Key findings …

Supporting Learners Timetabling Promoting collaboration Advertising LLN Open days, initial interviews, course handbooks and induction FS & VT will now work together with training and opportunity/ time for collaboration Reviewing SoW – for relevance; effective teaching, learning & support strategies being put in place Cross-college centralised & relatively effective timetable

- Market development of FS on college website and during induction as integral part of main course - Continue to promote collaborative planning and delivery and give training as identified - Monitor how recommendations are being carried out in the different curriculum areas - Monitor effect of recommendations on teaching and learning experiences; attendance and retention