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

2. FE Sussex The consortium company of the 12 post-sixteen Sussex colleges Six Sixth Form colleges Five General Further Education colleges One specialist land-based college

3. GCSEs – What do we want to discuss? Background to FE Sussex research work in GCSEs Specialist and vocational staff team working Timetabling models IAG and culture for success Key challenges

4. Acceptance of GCSEs as a study requirement Outcomes Cultural change of tutors Money and resources Teaching methods Timetabling models Attendance

5. Timetabling models Block weeksDedicated dayIntegratedSharing

6. Timetabling models Block weeksDedicated dayIntegratedSharing  90 hours per GCSE over 4 dedicated weeks.  VLE back up between block weeks  GCSE staff need to link to voc work through mapping  Week prior to exam is revision and panic

7. Timetabling models Block weeksDedicated dayIntegratedSharing  90 hours per GCSE over 4 dedicated weeks.  One 6 hour day a weeks for 34 weeks to teach both GCSEs  VLE back up between block weeks  GCSE staff need to link to voc work through mapping  Week prior to exam is revision and panic  Cultural acceptance issues by learners can lead to poor attendance  HNS need extra support  Large group sizes can give behaviour issues

8. Timetabling models Block weeksDedicated dayIntegratedSharing  90 hours per GCSE over 4 dedicated weeks.  One 6 hour day a weeks for 34 weeks to teach both GCSEs  No demarcation of subject from vocational studies  VLE back up between block weeks  GCSE staff need to link to voc work through mapping  Week prior to exam is revision and panic  Cultural acceptance issues by learners can lead to poor attendance  HNS need extra support  Large group sizes can give behaviour issues  Voc studies staff feel lack of support and skills set VLE and dedicated days needed to capture shortfall. Learner does not perceive they are studying GCSE

9. Timetabling models Block weeksDedicated dayIntegratedSharing  90 hours per GCSE over 4 dedicated weeks.  One 6 hour day a weeks for 34 weeks to teach both GCSEs  No demarcation of subject from vocational studies  Extremely close working of vocational and GCSE teachers – weekly liaison  VLE back up between block weeks  GCSE staff need to link to voc work through mapping  Week prior to exam is revision and panic  Cultural acceptance issues by learners can lead to poor attendance  HNS need extra support - costly  Large group sizes can give behaviour issues  Wide scale learning resources  Voc studies staff feel lack of support and skills set VLE and dedicated days needed to capture shortfall Learner does not perceive they are studying GCSE  GCSE teaching mirrors & supports vocational lesson plans and SOW  Shortfall of GCSE coverage taken up in tutorial  Also relies on learning technologies Which one is best for learners?

10. Maths and vocational staff working together Some proven practices Single-vocational groups 60% of classes contextualised (eg area of salon/workshop etc) 40% of classes GCSE specific including progress testing. VLE support Mixed vocational groups Themed teaching and GCSE specific on a 60:40 basis. Multiple prep to accommodate different vocations. VLE support

11. Maths and vocational staff working together Close cooperation and management is key - some examples of successful practices: Jointly prepared SOW and lesson plans Teachers share workspaces/office etc Abandonment of dedicated GCSE zones Vocational worksheets used in GCSE lessons Progress reports and reviews include GCSE Tutors form an Ant and Dec inseparable act Weekly summary of cooperation to coordinator

12. Changing the culture How is the GCSE sold to parents and learners and what sets learner and parental expectations? We’ve great engineering facilities here and you’ll learn loads. Oh! You have to do a GCSE as well but you’re really here for engineering, We’ve great facilities here and the course will be just what you want. It also gives you the opportunity to take your GCSEs in maths and English which will help you get an apprenticeship or a job at the end of the course

13. Key challenge –IAG and the culture of success What sets learner and parental expectations? IAG should be An integrated part of the study programme Recognised an aid to employment and apprenticeship Presented by teaching staff to learners with a united approach Included within learner successes

14. Key challenge –IAG and the culture of success How is IAG viewed and presented? Best practice tells us Tutors meet students as a double act Testing is part of the GCSE start process Attendance policies are adhered to and not subverted by vocational staff Senior management implement rigourous QA

15. Closing summary and Thank you! Any questions?