Implementing Core Maths into L3 Study Programmes

South Cheshire College

• South Cheshire College is a general further education (GFE) college located in a modern campus development in Crewe.

• We deliver a range of academic and vocational courses.

• We currently have around 2600 16-18 learners.

• Around 700 enrolled onto an A level programme compared to 1900 on a vocational course.

The Technical Baccalaureate

• In May 2014, South Cheshire College’s bid for ‘early adopter’ for Core maths delivery was approved.

• In June 2014, South Cheshire College’s bid for ‘trailblazing’ the Tech Bacc was also approved.

The Technical Baccalaureate

• The deliver the Tech Bacc, we needed to develop a study programme that would encapsulate all 3 components which include:

• 1. Tech Levels

• 2. Level 3 maths qualifications

• 3. Extended project qualification

Who is it aimed at?

• The group most likely to opt for courses to be included in the measure is the circa 25% of students that study advanced (level 3) vocational qualifications, having already achieved grades A*-C in GCSE maths and English before entering post-16 education.

The Honours Programme

• A levels Students

• 3 A Levels

• AS Critical Thinking

• Extended Project Qualification

• Vocational Students

• Tech Levels

• Level 3 maths qualifications

• Extended Project Qualification

At SCC, we have a well established Honours Programme for our A level students and have marketed the Tech Bacc as a vocational equivalent programme.

Which students for Core maths?

• The key questions that needed to be asked regarding the implementation of core maths were:

• What Level 3 courses do we currently deliver that would be suitable to offer core maths?

• Do we include students that are not following a tech level course?

• What would the entry requirements be?

Tech Levels

• The tech levels that we currently offer are:

• 500/7878/1 Pearson BTEC Level 3 Extended Diploma in Creative Media Production (games development) (QCF)

• 500/8165/2 Pearson BTEC Level 3 Extended Diploma in Engineering (QCF)

• 500/9149/9 Pearson BTEC Level 3 Extended Diploma in IT (QCF)

• 500/9861/5 Pearson BTEC Level 3 Extended Diploma in Travel and Tourism (QCF)

Other level 3 courses

• However, we also decided to offer the core maths component to students studying the Pearson BTEC Level 3 Extended Diploma in Applied Science and as an additional or alternative qualification to combine with A levels.

• These students will not be counted as an achievement under the new tech bacc measure

Timetabling Core Maths

• Once a decision had been taken as to which courses would be offered core maths as a component of their study programme, the next stage was to consider how this could be timetabled.

• We had already planned a cross college model for delivery of foundation maths (GCSE and Functional Skills) and decided to embed core maths into this programme.

Timetabling Cross College Maths

• The following rules apply to our cross college maths provision:

• A maths block consists of 2 timetabled sessions per week

• Every study programme would be allocated to a block

• This would then be the first item to be timetabled

• No other lessons to clash with these blocks

• No maths block to be on a study day

Cross College Maths Provision GCSE Strands

Time Mon Tues Wed Thurs Fri

09:00 09:15

1 5 7 8 9

09:15 09:30

09:30 09:45

09:45 10:00

10:00 10:15

10:15 10:30 Break Break Break Break Break

10:30 10:45

2 1 3 6 4

10:45 11:00

11:00 11:15

11:15 11:30

11:30 11:45

11:45 12:00

Workshop Workshop Workshop Workshop Workshop 12:00 12:15

12:15 12:30

12:30 12:45

12:45 13:00

Lunch Lunch Lunch Lunch Lunch 13:00 13:15

13:15 13:30

13:30 13:45

13:45 14:00

3 8 5 9 7

14:00 14:15

14:15 14:30

14:30 14:45

14:45 15:00

15:00 15:15 Break Break Break Break Break

15:15 15:30

4 6 Higher maths 2 Higher English

15:30 15:45

15:45 16:00

16:00 16:15

16:15 16:30

Creating a core maths blocks

• In order to efficiently deliver core maths we needed to create a core maths block with all courses offering core maths allocating the same block on their timetables.

Tech Bacc Maths Block GCSE Strands

Time Mon Tues Wed Thurs Fri

09:00 09:15

1 5 7 8 9

09:15 09:30

09:30 09:45

09:45 10:00

10:00 10:15

10:15 10:30 Break Break Break Break Break

10:30 10:45

2 1

3

6

Techbacc Block 4

10:45 11:00 L3 Applied Science EXT L3 Gaming 90 Credit

11:00 11:15 L3 Engineering 90 C

11:15 11:30 L3 IT 90 Credit

11:30 11:45 L3 Travel & tourism 90 C

11:45 12:00

Workshop Workshop Workshop Workshop Workshop 12:00 12:15

12:15 12:30

12:30 12:45

12:45 13:00

Lunch Lunch Lunch Lunch Lunch 13:00 13:15

13:15 13:30

13:30 13:45

13:45 14:00 3

8 5 9 7

14:00 14:15 L3 Applied Science EXT

14:15 14:30

14:30 14:45

14:45 15:00

15:00 15:15 Break Break Break Break Break

15:15 15:30 Techbacc Block 4

6 Higher maths 2 Higher English

15:30 15:45 L3 Gaming 90 Credit

15:45 16:00 L3 Engineering 90 C

16:00 16:15 L3 IT 90 Credit

16:15 16:30 L3 Travel & tourism 90 C

Core maths Block

Final Timetables

This is an example of a student’s timetable studying level 3 Games Development, which shows the core maths component being an integral part of their timetable. The student can attend core maths and still maintains Tuesday as a study day.

Final Timetables

This is an example of a student’s timetable studying level 3 Engineering, which again shows the core maths component being an integral part of their timetable. This time the student can attend core maths and still maintain Thursday as their study day.

Both courses have common core maths sessions

Marketing Core maths

• Having decided which courses to offer core maths and then embedded this into the cross college maths programme, we then needed to decide how best to market the tech bacc.

• All students enrolled onto the targeted Tech levels were given a presentation introducing them to core maths and the tech bacc during their induction to the college.

• Entry requirements for core maths was set at having achieved a grade C at GCSE maths.

• Both the core maths and EPQ component of the tech bacc were promoted as ‘honours programme’ for vocational students

• Enrolment was optional

Core maths

• Currently have 45 students enrolled onto core maths.

• 30 also enrolled onto a tech level course

• 15 enrolled onto L3 science or A levels

• 55 originally enrolled

• 3 teaching groups

• 2 X 1.25 hours per week delivery model

EPQ

• Approximately 20 of the 30 core maths students that are enrolled onto a L3 tech level have indicated they intend to complete the EPQ.

• Some science students also intend to complete an EPQ

• These will in-fill with the A level honours programme students for their EPQ

• EPQ starts Easter and runs through until December

• Aiming for completion in January of their second year

Top Tips

• Identify which tech levels you already deliver

• Consider carefully how you will timetable the delivery of the core maths component

• Promote tech bacc as ‘honours programme’ for top performing vocational students

• Don’t insist on it being a compulsory component of a course but as an optional extra