Traineeships – What works for English and

Maths!Welcome!

Denny Brothers Conference Centre Bury St Edmunds

11th July 2014 – 10.30am – 15.30pm

10.30 – 10.45 Welcome and introductions - Project overview – Aim/Objectives of event (Wendy Wilkinson, ACER)

10.45 – 11.30 Traineeship Recruitment – Cambridge Regional College – Lead Partner – What works for us! (Heidi Hodgson, CRC)

– Task 1 – Area for development or Improvement?

11.30 – 12.15 English and maths – support in practice (Jo Loss – Essex County Council)

12.15 – 12.45 Development activity – All Project partners

12.45 – 1.15 LUNCH

1.15 – 1.45e-learning tools for English and Maths (Bob Read, ACER)

1.45 – 2.00Staff development – personal and professional skills (Bob Read, ACER)

2.00 – 3.00 - Task 2 - workshops:

Embedding (Wendy Wilkinson)Progression into GCSE English (Bob Read)

3.00 – 3.30Networking and Evaluation

AGENDA10.30am – 15.30pm (lunch 12.45pm)

Objectives to:

• review and share effective recruitment strategies for Traineeship programmes

• share effective practice in the delivery of English and maths skills on Traineeships

• discuss ideas and good practice materials/approaches for collation in the 'How to' guide

• consider staff development opportunities and curriculum support activity to improve teaching and learning

Traineeships – what works for English and Maths?

• The Education and Training Foundation/AELP bid • £715,000 funding in total – national project – 14 successful• Purpose - CPD, resources/materials to improve outcomes

from traineeship programmes for learners and employers.• Strands:

– 1. Quality of teaching (eg English and maths, Employability skills)– 2. Engaging with employers and work placements– 3. Robust initial assessment processes– 4. Quality of provision for learners from vulnerable and excluded

groups• http://www.traineeship-staff-support.co.uk/

Our project

Aim:

to increase the scale of traineeship delivery in the East of England and to improve the quality of teaching with a focus on English and Maths, employability and basic occupational skills. In doing this we will concentrates, in the main, on developing trainers and assessors to deliver English and Maths with a focus on GCSEs.

Our project- Transition from Functional Skills to GCSE English and Maths

• Runs from April – July 2014• CRC lead provider• ACER project management• 3 partner groupings – 6 partners

– Business Managers/Employer Engagement/WBL– English Specialists– Maths Specialists

• 5 Workshops • 1-2-1 support• Regional event• Production of good practice ‘How to’ Guides

Our project

6 Project partners:

• Broadland Council Training Services• Anne Clarke Ltd• Cambridgeshire ACL/Library Services• Cambridge Regional College• Easton & Otley College• South Essex ACL

Our project

Heidi Hodgson

Cambridge Regional College

Traineeship recruitment – what works for us!

Working in pairs - introduce yourself

Discuss your learner recruitment approaches – use the checklist to identify areas of development or improvement

Feedback to main group 3 key aspects of effective practice

Task 1 - Area for development or Improvement?

English and Maths – what works for us and why!

HARLOW FC TRAINEESHIP

• English and maths – what works

• All males aged 17-19

• 4 mornings a week – Employability, maths, English and study session

• All within Harlow FC

• Afternoons work experience including football

• No traditional classroom setting, technology available

The Background

• Use of technology• Padlet• Xerte• YouTube• Fodey• http://xot20.essexacl.ac.uk/rss.php?username=Jo_Loss• http://padlet.com/jo_loss/slaz4cjps0e6

Challenges• Improper use of technology• Short attention span• E3 on average• Barriers to writing

English – what works

Hills hailed a Hero

• Can do cards

• Practical maths

• Using football statistics and data

• In the football stadium

Maths – what works

• Use of interactive activities

• http://www.fasttomato.com/

• https://nationalcareersservice.direct.gov.uk/advice/planning/jobfamily/Pages/default.aspx

• http://www.ocr.org.uk/Images/153053-resources-link.pdf

Employability

Wordle Applet

• www.padlet.com• www.fodey.com• www.wordle.net• http://www.nottingham.ac.uk/xerte/index.aspx• www.nationalcareersservice.direct.gov.uk• www.fasttomato.com• http://www.ocr.org.uk/Images/153053-resources-li

nk.pdf

Interactive resources list

• Share progress to date

• Identify an aspect of effective practice developed as a result of the project

• Outline further action for improvement

Our project - update from project partners

• making the link to trainees’ own use of English in their daily lives and in their chosen vocation.

• group discussion activities• trainees’ own ‘skills audit’ based on job role

• Padlet: - an online virtual wall - used to collate information, share ideas and web links- learners created their own walls which they were able to keep for as long as they needed.

Cambridge Regional CollegeEngaging Traineeship learners with English

Relating everything to the real working environment. • http://padlet.com/mmartin20/22xrl93ef1p Contracts• http://padlet.com/AFKmuch/27pnlh3193ib ERR• http://padlet.com/AFKmuch/cndq90g905vd Skills-Scan• http://padlet.com/99205196/4zbhng5g3m81 Incident

reporting• http://padlet.com/Chiefette/59luenpyqten Cover Letter

• By completing these walls the learners were able to find and interpret information ,relating it to audience and purpose and also complete writing tasks.

• Interview

Padlet walls and their purpose

Travis interview.mp3

Broadland Council Training Services

Areas of Good Practice

• Delivery and support with CV building• Developmental interview skills• Supporting use of in house initial assessments• Embedded and contextualised functional skills

tasks

Current Development

• Introduction of Bite Size QCF units for English and Maths

• Use of skills audits • Development of Edmodo online facility for learners• Staff development for assessors

Broadland Council Training Services

Young Adults Leaving Care and Staff Development• Development of Individual Learning Plan to incorporate:– Cambridgeshire County initial assessments– Goal setting in workplace skills, English and maths– Reflection on learning from all staff involved as well as

individual learner– http://cambsacl.pbworks.com/w/page/81659384/Traineeships

• L3 blended learning course in English for Teachers – maths course in planning stage

Cambridgeshire Learning Services

Contextualised initial assessment resources• Unpacked Job Description into tasks• Customer Service, Admin, IT, H&S• Created: Self-assessment checklist, Can Do cards, paperwork

file, online tool for resources

Benefits: promoted discussion on English within the workplace can adapt for maths and for any job description knowledge/use of new online teaching/collation tools

Cambridgeshire Learning Services

• Developed assessment flow chart process to ensure correct route for English and Maths .

• Accreditation bite size units• Training session planned for all involved in delivery of bite size

units• Review delivery process to include group delivery where

possible• Generic work related Maths and English resources to be

developed

Overview

• Using generic, work related tasks that will be relevant to all learners

• Maths – comparing two job offers. Job titles can be changed easily to embed different areas. – comparing and calculating transport costs– Hours worked– pay

• English - incident form. – Reading– Writing – Speaking and listening skills

Maths & English resources

Can do cards math

bright + colourful + significant consolidation =

responsive initial assessment x

confidence building

a trick up your sleeve………

Linking skills assessment to workplace development and employer awareness of

English, maths and ICTTake the job descriptionAdd some key skill areas to be maintained/transferred to the workplace/specific vocational areaMix in two or three aspects of English, maths or ICT to be developed Fold in gently by embeddingProduce with graphics and guidance for the employer

LUNCH

Enjoy!

Two 30 minute workshops

1. Embedding approaches2. Progression into GCSE English

Opportunity to hear about different approaches, share materials developed and contribute to Guides

Task 2 – workshops

Reminder:• Evaluation forms

Thank you for your contribution to this project – we will send you a link to the Guides

producedSafe journey home

Finally …