AOC ENGLISH AND MATHS CONFERENCE 2020 - WEDNESDAY 26 FEBRUARY 99 CITY ROAD CONFERENE CENTRE, LONDON
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AoC English and Maths
Conference 2020
WEDNESDAY 26 FEBRUARY
99 CITY ROAD CONFERENE CENTRE, LONDON
#AoCenglishandmaths
Sponsored by
oAoC English and Maths Conference 2020
Programme
09:00 Registration and refreshments
10:00 Chair’s welcome and opening remarks
Catherine Sezen, Senior Policy Manager, Association of Colleges
10:05 Policy update on post-16 English and maths
Jim Addison, Department for Education
10:30 Sustained success in English and maths: a strategy
Jonathan Kay, Head of English and Maths, Tyne Coast College
Jonathan’s presentation focuses on how to overcome the many challenges
found in Post-16 English and maths, and gives a range of strategies to
develop outstanding practices to boost all student attainment.
The session will cover:
• Developing outstanding practice in E&M
• The power of consistency
• The importance of vocational collaboration
10:55 Questions and answers
11:10 Refreshments and networking
11:40 Breakout session one
Delegates should select to attend one of the following sessions
1.1 Conversations to bring about change - ‘Let’s see that in action’
Kevin Piper, Director of Education- Creative Education, Creative Education
and Sonia Thomas, Regional Specialist Lead Maths and English ETF,
Education and Training Foundation
This session supports the need for teachers and managers to have a
shared understanding of the sequencing and rationale of maths and
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#AoCenglishandmathsEnglish in terms of the curriculum and the pedagogy adopted in the
classroom. It will focus on how teachers and managers can have shared
and practical conversations to make sure all stakeholders are clear about
the knowledge and skills learners are expected to have as the programme
of learning progresses. The session will also explore how to overcome
barriers to such conversations.
1.2 Strategies for improving your English provision
Charlotte Lovie, GCSE English Lecturer, Havant and South Downs College
and Michelle Proudman, Curriculum Team Leader – English, Lakes College
West Cumbria
In this interactive session two colleges will share their strategies for how
they have improved the English provision in their college. Lakes College
West Cumbria will look at how they work within the realms of the 3Cs:
Comfort, Consistency and Collaboration and how they use this strategy to
develop a positive working environment, encourage an organic and
supportive ethos for sharing good practice, and consistency to aid
improved results for learners.
1.3 Uses, applications and results of a Dialogic approach to GCSE
Mathematics
Ken Airey, Lecturer in Maths and Chemistry, Buxton and Leek College and
Nicole Schnappauf, Programme Team Manager for Maths, Newham Sixth
Form college NewVIc
A dialogic approach to problem solving in Mathematics has been
investigated, presented and reviewed as part of a two year programme.
The presentations show examples of this approach, together with a logical
systematic treatment of Algebra using familiar life situations and the
concept of rethinking a method based on clearly defined logic steps. In
both cases, the review will give rise to suggestions for further teaching
actions as part of an improvement process.
1.4 Using Digital Innovation to Engage the Disengaged
Kate Burgess, English and Maths Manager and Daniela Lord, Maths and
English Coordinator, Middlesbrough College
Middlesbrough College has a three year, positive trend in improving
student progress within English and maths and is now nationally in the
upper quartile. We attribute this success to our passion for innovative
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#AoCenglishandmathsteaching and ability to engage and develop students’ English and maths
skills through digital literacies.
We would like to share with you our fun, engaging and inventive
approaches to developing students’ digital capabilities. Among our ideas
is our newest endeavour: the Escape Room which allows students to
enhance their problem solving skills whilst exploring the mystery of Jack
the Ripper. Dare you come and solve the mystery?
12:40 Lunch and networking
13:35 Chair’s welcome back
Catherine Sezen, Senior Policy Manager, Association of Colleges
13:40 How developing self-efficacy can change students, teachers and influence
a wider college culture
Trevor Hewlett, Assistant Principal: maths, English and ESOL and Emma
Ireland, Head of Academy: English, The Sheffield College
The struggle to engage students in the development of their English and
maths skills due to an intrinsic lack of self-belief and motivation is a major
issue at The Sheffield College, as it is across the Post-16 Sector. We found
that some teachers employed different approaches towards developing
student resilience, whereas others did not consistently address this
concern. Therefore, we designed a self-efficacy Scheme of Work and set of
resources, which are being delivered in all GCSE English Language classes.
During this presentation we’ll share early findings, all materials and
discuss how the project has positively affected students and our teaching
team.
14:00 How I wish I’d taught maths: Low stakes quizzes
Craig Barton, Author, Head of Education at Eedi, and TES Maths Adviser
If students cannot remember what we teach them, then we are all wasting
our time. For years, my students' apparent lack of retention was the most
frustrating thing about my job, and it was equally frustrating for my
students. How could they do something one day, and then completely
forget the next? An understanding of the working of long-term memory
has been so important in the way I have changed my teaching in recent
years. In this session I will discuss the process that possibly had the
biggest impact on our students: Low-Stakes Quizzes. How do they work,
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#AoCenglishandmathswhat role do confidence scores play, what can go wrong, and how have
schools around the world made them work for their students and their
contexts?
14:45 Questions and answers
14:55 Refreshments and networking
15:15 Breakout session two
Delegates should select to attend one of the following sessions
2.1 “It’s All About ME” – creating the right attitudes to learning
Rachel Boast, Director, Maths & English Study Programmes, West Suffolk
College
To see significant improvements in achievement, outstanding teachers
are not enough. Building relationships with students is crucial to their
engagement. Post-16 students come with negative connotations of Maths
& English. Furthermore, no one chooses to study Maths & English at
college.
I don’t want a member of staff to teach algebra – I want a teacher to teach
the student. Investment in counselling skills training and support tutors
for maths and English provides a vital well-being toolkit for teaching staff
to better understand their students’ starting points, the barriers to
learning and how best to turn things around for them.
2.2 Revolutionise the process of improving English and mathematics
Carol Layall, Head of English and Maths, Jonny Diamond, Learning and
Development Manger, Leeds City College and Stella Owen, Quality Mark
Regional Director and Operations Lead, Tribal
Tribal and Leeds City College will share with you how adopting the Quality
Mark Standard can help you improve English and mathematics outcomes
and student experience. Hear first-hand how the Quality Mark has had an
impact on provision at Leeds City College. We will also discuss the
evidence-based nature of the tool, and why the approach helps to embed
good practices that lead to improved attainment in English &
mathematics.
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#AoCenglishandmaths2.3 Approaches to the delivery of Functional skills
Matthew Wilkinson, Course Manager – Functional Skills Maths, Yeovil
College and Trisha Franklin, Head of Faculty English and maths,
Peterborough Regional College
How Functional Skills maths and English is successfully to achieve higher
than average success rates. Topics to be covered will include how we have
adapted and defined delivery approaches to encourage students to think
about taking charge of their own learning. We intend to cover a “what
works” format in which we will discuss what we have tried and to share
resources regularly used in the delivery of Functional Skills English and
maths. With a focus on behaviour management and how we respond to
issues arising in the next generation of students, with a specific focus on
the iGen.
2.4 Engaging and motivating learners in English
Roberto Garcia Lopez, Curriculum Leader – GCSE English, Nelson and
Colne College and Katie Stafford and Judith Dutton, English Lecturer, New
City College
This session will showcase the strategies two colleges have used to
engage and motivate their learners in English. Nelson and Colne College
will run through the techniques involved in the Socratic Method Approach
they have adopted and evaluate its implications for the classroom. The
benefits of this approach have resulted in students becoming active
readers and those students who have used this method have achieved
better grades in their GCSE exam. New City College have designed a
simple letter exchange scheme that has resulted in learners who are
more engaged and motivated to write and are more confident and
proficient writers. The scheme is focused on the exchange of letters
between one group of vocational students aged 16-19 who are working
towards Entry or Level Functional Skills.
16:15 Conference close
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#AoCenglishandmaths6 #AoCenglishandmaths
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