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

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AoC 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    English and Maths within T Levels, Transition Programme and Study
         Programmes
         Jim Addison and Lorna Sutton, 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

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This session supports the need for teachers and managers to have a
         shared understanding of the sequencing and rationale of maths and
         English 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.

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1.4 Using Digital Innovation to Engage the Disengaged
         Kate Burgess, English and Maths Manager, 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
         teaching 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

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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,
         what 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

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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.

         2.3 Approaches to the delivery of Functional skills
         Matthew Wilkinson, Yeovil College and Trisha Franklin, Peterborough
         College

         With 15 years combined teaching experience of Functional Skills under
         their belt, Matthew and Trisha will share with you how functional skills
         maths and English is successfully delivered at their respective colleges to
         achieve higher than average success rates. Topics to be covered will
         include how we have adapted and defined delivery approaches to
         functional skills maths and English that 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. We
         will talk about behaviour management and how we respond to issues
         arising in the next generation of students, with a specific focus on the i-
         gen.

         2.4 Engaging and motivating learners in English
         Roberto Garcia Lopez, Curriculum Leader – GCSE English, Nelson and
         Colne College and Katie Stafford, 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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