NCETM CPD Conference Engaging with Mathematics: A journey for teachers, learners and families...
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![Page 1: NCETM CPD Conference Engaging with Mathematics: A journey for teachers, learners and families Nottingham, Tue. 1 st Dec. 2009 Improving the Success Rate.](https://reader030.fdocuments.in/reader030/viewer/2022032604/56649e6a5503460f94b683c5/html5/thumbnails/1.jpg)
NCETM CPD ConferenceEngaging with Mathematics:A journey for teachers, learners and families
Nottingham, Tue. 1st Dec. 2009
Improving the Success Rate in AS Mathematics: Sharingour Experience at Long Road SFC: LSIS STEM ActionResearch Project.
Stephen WarrCourse Team Leader for AS/A2 MathsLong Road Sixth Form CollegeCambridge
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• Large SFC with over 2000 students.
• Wide range of Level 2 and 3 courses across college:
40 AS/A2-Levels6 National/Level 3 Diploma Courses15 GCSE & Level 2 Diploma Courses
• Our students need at least 5 GCSE’s at grade C for most AS-levels. Maths and the sciences require a GCSE grade B in these subjects.
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Ensuring AS Maths is an appropriate course
• Students come from over 30 schools and colleges.
• Many have not always had good advice about AS Maths.
• Success rate in AS Maths rapidly fell to 39% in 2007-08.
• About 50% of AS cohort have a GCSE grade B.
• Open evenings and Year 10 taster days insufficient to ensure that students had received appropriate guidance before starting the course.
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• CCIS provided a spreadsheet with info on around 250 students made a provisional offer to do Maths or Use of Maths.
• In May, letters sent to students with dedicated email address to book places. Around 80 apply.
• Second letter sent to parents and 161 students attended one of 6 induction sessions in June/July.
Year 11 Induction Sessions
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Photos from Year 11 induction
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• 96% said that the induction had given them a better idea of what AS maths would be like.
• 78% expect to find the AS course very difficult.
• 20% felt that GCSE had not effectively prepared them for the course.
• 67 students with provisional offers did not start a Level 3 Maths course.
• In September, 60 students who were not invited to induction, doing Level 3 Maths course.
Year 11 Induction Sessions
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Ensure students make aninformed choice to do acourse they can successfullycomplete.
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5 Week Induction Period
• AS Mathematics Induction Booklet.
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5 Week Induction Period
• Diagnostic assessment during the first lesson.
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5 Week Induction Period
• Question level profile built up for each class. • Students identified as “at risk” if assessment shows basic algebra skills not well developed.
• All AS students have a 45 minute workshop on their timetable at the START of the year.
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• Intervention strategy:1) “At risk” student put on compulsory workshop for a
term.2) Parents and tutors informed.3) Attendance monitored and followed-up.
4) Students expected to complete Maths work outside of class.
5) Effective liaison between class teachers, course team leaders, tutors, senior tutors and the faculty
head.
5 Week Induction Period
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“We’re always encouraged to work well, and thereare loads of workshops and extra stuff”.
“All the workshops are very helpful, I feel that I cantalk to my teacher about any problems I might have”.
“I think that compulsory workshops for people whoneed them work well”.
“I like Maths a lot and have enjoyed learning newareas, finding it a tough but rewarding challenge.
Some quotes from our students
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• Diagnostic assessment as base line to monitor students progress.
• Intervention strategy.• Workshops effective in a large department.
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Structuring the course
• Weekly objectives for entire AS/A2 course laid out in 4 separate Moodle pages. This is our VLE.
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Structuring the course
• Students need to do Mathematics outside of class.
• Homework booklets for all modules, teachers answer packs and class sets of answer packs. Questions and solutions on the VLE.
• Provide overview of the course, VLE and paper.
• Mathematics assessment criteria for staff to mark work and students to peer mark.
• Effective ways of recording students’ work.
• Use of objectives sheets to record work done in lessons.
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Tracking and monitoring progress
• Assessment after 5 weeks of Core 1 work (early Oct).
• Formal Mock examination in the hall. One 90 minute session in each of the 4 option blocks during the day (late Nov).
• Question level analysis for all classes, as before.
• Maintain intervention strategy: log of weekly workshop attendance, with follow-up as required.
• Follow-up so HW is completed.
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• Structure of entire course in place at the start of the year.
• Students like an overview of the course.
• Regular homework, encourage lots of peer marking